University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 19 46 2022 08 23 The effectiveness of concept mapping teaching method on students' intelligence beliefs and comprehension in science The effectiveness of concept mapping teaching method on students' intelligence beliefs and comprehension in science 62 48 6805 10.22111/jeps.2022.6805 FA Rojin Rahmati Nejad M.A. Student of Educational Technology, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran Tooraj Sepahvand Associate Professor, Department of Psychology, Faculty of Humanities, Arak University, Arak, Iran. Mohsen Bagheri Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran. Journal Article 2022 03 15 The present study aimed to investigate the effectiveness of concept mapping teaching method on students' intelligence beliefs and comprehension in Science. This research was conducted in a quasi-experimental method with a pretest- posttest control group design. The statistical population of the study included male students in the sixth grade of elementary school in Farahan city in the academic year 2018-2019, 34 of whom were selected by convenience sampling and divided to experimental and control groups. To collect the data, Babaei’s Questionnaire of Intelligence Beliefs (1998) and Wechsler’s Comprehension Subscale (1974) for children were used. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results indicated significant difference in the linear composition of dependent variables (intelligence beliefs and comprehension) in two groups. (Pillai's Trace= 0.724, F_{2, 29}= 38.015, p< 0.001, Partial Eta Squared= 0.724). Furthermore, univariate analysis of covariance indicated that the concept mapping teaching methods had significant effect on intelligence beliefs (p< 0.001, Partial Eta Squared= 0.640) and comprehension (p< 0.001, Partial Eta Squared= 0.562). In conclusion, it proposed using the concept mapping teaching method to improve students' intelligence beliefs and comprehension in science. The present study aimed to investigate the effectiveness of concept mapping teaching method on students' intelligence beliefs and comprehension in Science. This research was conducted in a quasi-experimental method with a pretest- posttest control group design. The statistical population of the study included male students in the sixth grade of elementary school in Farahan city in the academic year 2018-2019, 34 of whom were selected by convenience sampling and divided to experimental and control groups. To collect the data, Babaei’s Questionnaire of Intelligence Beliefs (1998) and Wechsler’s Comprehension Subscale (1974) for children were used. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results indicated significant difference in the linear composition of dependent variables (intelligence beliefs and comprehension) in two groups. (Pillai's Trace= 0.724, F_{2, 29}= 38.015, p< 0.001, Partial Eta Squared= 0.724). Furthermore, univariate analysis of covariance indicated that the concept mapping teaching methods had significant effect on intelligence beliefs (p< 0.001, Partial Eta Squared= 0.640) and comprehension (p< 0.001, Partial Eta Squared= 0.562). In conclusion, it proposed using the concept mapping teaching method to improve students' intelligence beliefs and comprehension in science. https://jeps.usb.ac.ir/article_6805_e41d1348ff5f21ca0bc06ca9b8ca3543.pdf