The relationship between achievement goals and beliefs, motivational orientations of student's academic procrastination and self-handicapping

According to the concepts of academic procrastination and self-handicapping has increased in recent years. The aim of this study the relationship between achievement goals and beliefs, motivational orientations of students were taught by negligence and helplessness. The research was descriptive. The research method was descriptive and correlational. The target population included 19 school districts and 8 students studying in secondary schools in the academic year 1394-1393 in Tehran were among 120 students from randomly selected for sampling and complete the scale academic procrastination scale motivational strategies for learning, self-handicapping questionnaire and a questionnaire aimed at advancing education in this study. The findings show that negative relationship between the procrastination and self-efficacy and a negative relationship value, positive relationship with test anxiety there. It also aims to control procrastination tendency and a negative correlation a positive correlation with performance goal orientation there. The negative between self-efficacy and self-handicapping and a negative relationship value, with test anxiety is a positive relationship exists. Also with the aim of mastering self-handicapping tendency negative correlation with the aim of avoiding dominance negative correlation and a positive correlation with avoidance is there. Beta-efficacy and task value, respectively (176 / 0-) and (341 / 0-) can be negative and predict academic procrastination. Test anxiety is a factor beta (306/0) as positive can predict academic procrastination. Among components of Goals progress mastery goal orientation component could negatively and predict academic procrastination and this relationship. Self-beta (43 / 0-) can be a negative academic self-handicapping predict. Test anxiety is a factor beta (21/0) for positive academic self-handicapping cannot predict. Among the components of component development goals aimed at avoiding the negative control could predict academic self-handicapping, and this relationship. Avoiding dominance could also aim for a positive academic self-handicapping and the nose. According to the findings, we can conclude that a significant portion of procrastination and self-handicapping student's academic achievement and self-motivation can be explained by orientation purposes.