Volume 2, Issue 3 (9-2019)
Iranian Journal of Educational Sociology 2019, 2(3): 56-66 |
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edalatjoo A, Mahdian H, Mohammadipour M. (2019). The relationship between parenting styles and academic self-handicapping through the mediating role of metacognitive and perfectionism skills. Iranian Journal of Educational Sociology. 2(3), 56-66. doi:10.29252/ijes.2.3.56
URL: http://iase-idje.ir/article-1-628-en.html
URL: http://iase-idje.ir/article-1-628-en.html
1- Department of educational psychology, Bojnourd Branch, Islamic Azad University, Bojnourd,Iran.
2- Assistant professor of educational psychology, Bojnourd Branch, Islamic Azad University, Bojnourd,Iran.
3- Assistant professor of educational psychology Azad University Ghochan Branch. Ghochan. Iran.onal psychology, Islam
2- Assistant professor of educational psychology, Bojnourd Branch, Islamic Azad University, Bojnourd,Iran.
3- Assistant professor of educational psychology Azad University Ghochan Branch. Ghochan. Iran.onal psychology, Islam
Abstract: (2303 Views)
Purpose: The purpose of this study was to investigate the causal relationship between parenting styles and academic self-handicapping by mediating role of meta-cognitive and perfectionism skills.
Methodology: The statistical population of the study consisted of all the second grade secondary school students in studying the academic year of 2017-18, in Bojnourd. A sample of 350 students was selected using multi-stage cluster sampling. To collect the data,(a) Alabama Parenting Questionnaire (APQ),(b) Metacognitive Skills Questionnaire(MCSQ)(Dowson,Mcinerney, 2004), (c) Perfectionism Scale (Hewitt, Flett (1991) and (d) Academic self-handicapping Scale (ASHS) (Schwinger, 2014) were used. Pearson correlation coefficient and Structure Equation Modeling were used to analyze the data.
Findings: Findings showed that parenting styles directly to academic self-handicapping was not significant, But through the mediating role of meta-cognitive skills and perfectionism was significant. and the hypothetical model had good fit.
Conclusion: teaching of the metacognitive skills to students will reduce the academic self-handicapping, and the increaseing of perfectionism will increase the likelihood of academic self-handicapping in the students.
Methodology: The statistical population of the study consisted of all the second grade secondary school students in studying the academic year of 2017-18, in Bojnourd. A sample of 350 students was selected using multi-stage cluster sampling. To collect the data,(a) Alabama Parenting Questionnaire (APQ),(b) Metacognitive Skills Questionnaire(MCSQ)(Dowson,Mcinerney, 2004), (c) Perfectionism Scale (Hewitt, Flett (1991) and (d) Academic self-handicapping Scale (ASHS) (Schwinger, 2014) were used. Pearson correlation coefficient and Structure Equation Modeling were used to analyze the data.
Findings: Findings showed that parenting styles directly to academic self-handicapping was not significant, But through the mediating role of meta-cognitive skills and perfectionism was significant. and the hypothetical model had good fit.
Conclusion: teaching of the metacognitive skills to students will reduce the academic self-handicapping, and the increaseing of perfectionism will increase the likelihood of academic self-handicapping in the students.
Type of Study: Research Article |
Subject:
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Received: 2019/03/11 | Accepted: 2018/07/25 | Published: 2019/08/28
Received: 2019/03/11 | Accepted: 2018/07/25 | Published: 2019/08/28
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