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This study aimed to determine the effectiveness of mindfulness-based cognitive therapy on procrastination and self-handicapping of students with academic failure. The research method was quasi-experimental with a pre-test-post-test and control group design. The statistical population of the present study was male high school students in Tehran in the academic year 2020-2021 who had a drop in education. Thirty students were selected by purposive sampling method and randomly assigned to experimental and control groups. The Solomon and Rothblum (1984) academic procrastination questionnaire (APQ) and the Jones and Rudwalt (1982) academic self-handicapping questionnaire (ASHQ) were used to collect data. Mindfulness-based cognitive therapy was presented in 8 sessions of 60 minutes (Two sessions per week) for the experimental group. Multivariate analysis of covariance was used to analyze the data. The results showed that mindfulness-based cognitive therapy had a significant effect on academic procrastination (F = 28.54; P = 0.001) and academic self-handicapping (F = 11.534; P = 0.001). Therefore, the use of mindfulness-based cognitive therapy to improve procrastination and self-handicapping of students with academic failure is recommended.

The purpose of this study is to present a structural model of academic self-disability based on perceived parenting style and intelligence beliefs mediated by daring in students. The present study is applied in terms of purpose and correlation based on structural equations in terms of method. The statistical population of the study was all high school students in Tehran in the academic year 2009-2010. The sample size was 537 students who were selected by cluster random sampling. Research instruments included Gambrill and Ritchie (1975) audacity questionnaire, Jones and Rodwalt (2005) Academic Self-Disability Questionnaire, Perceived Parenting Questionnaire, Implicit Beliefs Assessment Scale (Abdolfattah and Yates, 2006), Abdolfattah and Yates Intelligence Beliefs Questionnaire. There were two subscales of incremental intelligence theory and innate intelligence theory. The collected data were analyzed by structural equation modeling and AMOS software. The results of data analysis showed that the structural model of academic self-disability is perceived based on parenting style and intelligence beliefs mediated by daring in students based on experimental data have a good fit. Also, the indirect effect of perceived and IQ beliefs on students' academic disability was confirmed. Therefore, the present study showed that disability itself has a mediating role in explaining and predicting students' audacity. These variables are influenced by intelligence beliefs and perceived parenting style and can have a significant effect on students' courage.

The aim of the present study, was to test a conceptual model of the mediating role of self-esteem instability on the relationship between early maladaptive schemas, and self-handicapping components. This research was carried out in the framework of a correlational design. The participants were Three hundred and nine female students from University of Mazandaran who were selected by multi-stage clustered sampling. The participants completed the demographic form, The Self-Handicapping Scale, The Instability of Self-Esteem Scale, and The Early Maladaptive Schemas Questionnaire–Short Form. Using maximum-likelihood estimation and bootstrap procedure, results from path analysis showed that the proposed model fitted the data well, and unrelenting standards/hyper criticalness, failure, and defectiveness/shame schemas through the mediating role of instability of self-esteem, had positive and significant effect on claimed and behavioral self-handicapping. According to the findings of the present study, it could be concluded that unrelenting standards/hyper criticalness, failure, and defectiveness/shame schemas can predict self-handicapping. Meanwhile, instability of self-esteem as a personal factor could clarify the mechanism of the effect of early maladaptive schemas on self-handicapping components. These results can be used to design counseling and therapeutic programs for students.

The aim of this study was to determine the effectiveness of life skills training self-awareness and effective Communication on Students burnout and self-handicapping. The research method is experimental using pre-test and post-test with control group. The research population includes 3513 fifth and sixth grade primary school students in District 2 in in city in of Sari 2015-2016. The data collection tools are Gmbryl & Ritchie's assertiveness and Midgley, Kaplan and Middleton’s academic self-handicapping questionnaires. The sample consisted of 40 students from fifth and sixth grade primary schools in District 2 in the city of Sari that are selected by Multistep cluster random sampling and then 40 subjects are randomly selected among 8 classes and divided into two experimental control groups. The trial period performed (self-awareness and effective Communication) for the experimental group 12 sessions of 90 minutes but the control group no received training. After completing the training program were assessed the 2 groups. Analysis of the data using spss software and analysis of covariance showed that life skills training (self-awareness and effective communication) affect the increase in self-assertion and reducing self-handicapping.

This study aimed to investigate the relationship between academic self-handicapping with personality traits, learning strategies and attribution styles in students Shahrekords first high school was done. The sample consisted of 200 first year high school students Kurd. The study included questionnaires, consistent learning patterns, NEO Five-Factor Inventory Questionnaire modified Motivational Strategies for Learning Style Inventory was Asnadyv. Research data using SPSS 20 software and correlation test their multiple relations with regression analysis was performed. The results showed that the personality characteristics, three neuroticism, openness and conscientiousness were significantly correlated with self-handicapping school and could not predict this variable. Cognitive and metacognitive learning strategies as well as significant academic self-handicapping. The results of correlation in the relationship between self-handicapping styles documents indicate a significant relationship between documents defeat - after successfully -Bd source and the source of self-handicapping. The results of regression analysis showed that among these aspects successfully integrated power supply after the school was unable to explain and predict.

This paper aims to identify and compare level of self-esteem in self- handicapping in champion and non-champion athlete students in Physical Education and Sport Science College. The methodology for this research is post-event and statistical population was 975 students in Physical Education and Sport Science College in Azad University of Karaj in 2011-2012 academic year in which 115 students were selected based on gender, academic major and championship status using stratified sampling and Borg and Gal sample estimation formula. The survey tools were Jones and Rhodewalt self- handicapping and Rosenberg self-esteem questionnaires. The data were analyzed using single-variable two-way variance, correlation coefficient and single-variable regression. Findings showed more self-esteem for champion athlete students compared to those without any silverware. But no significant difference was observed for self-esteem and self-handicapping level between female and male champion and non-champion athletes. The relationship between self-esteem and self-handicapping for male athletes was stronger than that of females while the relationship between self-handicapping and self-esteem was vice versa. Findings showed that self-esteem and self-handicapping could predict each other. And since reverse relationship between self-esteem and self-handicapping in non-champion was stronger than that of champion students, self-esteem and self-empowerment could be improved by providing bases for achievements.

The aim of the present research is to determine the relation of self-esteem instability and fear of negative evaluation with self-handicapping in adolescent students. In a cross sectional research, 386 high school male and female students are selected based on multi-stage sampling in city of Tehran in the academic year of 2010-2011. They filled Jones and Rhodwalt Self-handicapping Scale (SHS), Chabrol, Rousseau, & Callahan Inatability Self-esteem Scale (ISES) and Watson and Friend Fear of Negative Evaluation Scale (FNE). Pearson correlation test, inter-regression and independent T test are used for statistical analysis. The results of Pearson correlation show that self-esteem instability has a positive relation (r=.261, p<0.001) with self-handicapping, and fear of negative evaluation is positively and significantly (r=.289, p<0.001) correlated with self-handicapping. Also relation of self-esteem instability and fear of negative evaluation with behavioral self-handicapping and claimed self-handicapping is positive and siginificant. Regression analysis indicates that self-esteem instability and fear of negative evaluation predict self-handicapping in adolescent students. Independent T test shows that self-handicapping in girls is higher than boys. The results indicate that self-esteem instability and fear of negative evaluation are determining & predictive factors in self-handicapping in adolescent students.

Self-handicapping (S.H.) is defined as an act of claiming or creating obstacles to provide explanation for subsequent outcomes. Self handicap-ping has two forms: behavioral and claimed. This behavior may be impacted by parenting styles. The aim of the present study is to investigate the impacts of perceived parenting style on S. H. An ex-post facto method is applied targeting a sample of undergraduate students at Shahid Beheshti University. The sample consists of at least 30 subjects in each parenting style group, reaching a total number of 184 (95 females) who completed Self-handi-capping scale and Perceived Parenting Style Questionnaire. MANOVA sho-ws that the total score of S. H. and the score of behavioral type of S. H. were significantly higher among those with an authoritarian parenting style. An interaction is also found between gender and parenting style in self han-dicapping, indicating that the claimed S. H. was more evident among girls in authoritative parenting style, while in authoritarian parenting style the clai-med S. H. is higher in boys. These results indicate that affection and con-trol seem to impact self-handicapping.