Volume 4, Issue 1 (3-2021)
Iranian Journal of Educational Sociology 2021, 4(1): 166-175 |
Back to browse issues page
1- PhD Student in Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Professor, Department of Psychology, Payame Noor University, Tehran, Iran.
3- Faculty Member, Assistant Professor, Semnan Center, Payame Noor University, Semnan, Iran.
2- Professor, Department of Psychology, Payame Noor University, Tehran, Iran.
3- Faculty Member, Assistant Professor, Semnan Center, Payame Noor University, Semnan, Iran.
Abstract: (1179 Views)
Purpose: This research was conducted with the aim of presenting a model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students.
Methodology: Present study was cross-sectional from type of correlation. The research population was all secondary high school students of Tehran city in 2019-20 academic years. The sample size was considered 400 people who were selected by multi-stage cluster sampling method. The research tools were the revised self-handicapping scale (Jones & Rhodewalt, 1982), time perspective questionnaire (Zimbardo & Boyd, 1992), intelligence beliefs scale (Abd-El-Fattah & Yates, 2006) and academic self-efficacy scale (Jinks & Morgan, 1999). Data were analyzed by structural equation modeling method in SPSS-25 and Amos-23 software.
Findings: The findings showed that the model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students had a good fit. Also, time perspective and intelligence beliefs had a direct and positive effect on academic self-efficacy and time perspective, intelligence beliefs and academic self-efficacy had a direct and negative effect on self-handicapping. In addition, time perspective and intelligence beliefs with mediated by academic self-efficacy had an indirect and negative effect on self-handicapping (P<0.05).
Conclusion: According to the results of this study, planning is necessary to reduce students’ self-disability which for this purpose, school counselors and psychologists can improve their time perspective, intelligence beliefs and academic self-efficacy through workshops
Methodology: Present study was cross-sectional from type of correlation. The research population was all secondary high school students of Tehran city in 2019-20 academic years. The sample size was considered 400 people who were selected by multi-stage cluster sampling method. The research tools were the revised self-handicapping scale (Jones & Rhodewalt, 1982), time perspective questionnaire (Zimbardo & Boyd, 1992), intelligence beliefs scale (Abd-El-Fattah & Yates, 2006) and academic self-efficacy scale (Jinks & Morgan, 1999). Data were analyzed by structural equation modeling method in SPSS-25 and Amos-23 software.
Findings: The findings showed that the model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students had a good fit. Also, time perspective and intelligence beliefs had a direct and positive effect on academic self-efficacy and time perspective, intelligence beliefs and academic self-efficacy had a direct and negative effect on self-handicapping. In addition, time perspective and intelligence beliefs with mediated by academic self-efficacy had an indirect and negative effect on self-handicapping (P<0.05).
Conclusion: According to the results of this study, planning is necessary to reduce students’ self-disability which for this purpose, school counselors and psychologists can improve their time perspective, intelligence beliefs and academic self-efficacy through workshops
Type of Study: Research Article |
Subject:
Special
Received: 2020/12/8 | Accepted: 2021/03/21 | Published: 2021/03/21
Received: 2020/12/8 | Accepted: 2021/03/21 | Published: 2021/03/21
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |