The Relationship Between Implicit Beliefs About Intelligence and Psychological Well-Being among Graduate Students in Anbar University

This study aimed to examine the implicit theories of intelligence, psychological harmony, and statistically significant differences in these variables among postgraduate students based on gender and academic specialization, as well as to identify the correlation between them. Employing a descriptive method, the researchers selected a sample of 300 postgraduate students from the University of Anbar (147 males, 153 females), including 141 in scientific disciplines and 159 in humanities. The researchers developed a 34-item scale for implicit theories of intelligence and a 40-item scale for psychological harmony, both in their final forms. Statistical analyses revealed that participants tended to endorse growth-oriented intelligence beliefs more than fixed beliefs. No significant differences were found in fixed intelligence beliefs by gender or specialization, whereas significant differences in growth-oriented beliefs were observed for both variables. The results also indicated that participants experienced psychological harmony, with no gender-based differences, but significant differences were found based on specialization. A positive, statistically significant correlation was found between the two variables, with implicit theories of intelligence contributing to psychological harmony. The researchers recommend that higher education institutions provide workshops emphasizing effort and persistence in developing intelligence, alongside recreational and creative activities that promote relaxation and psychological harmony.