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

Noticing to educational procrastination and self-handicapping has been increased in recent years. The purpose of this correlational study is to investigate the relationship between goal achievement and self-motivation and educational procrastination and self-handicapping. The population was the students of districts 19 and 8 in Tehran’s high schools in the 1394-1393 educational year out of which 120 were selected for sample. These students have taken this test, completing educational procrastination scale, motivational strategies, and self-handicapping aimed at educational development and procrastination in this study. The results showed there is a negative relationship between procrastination and self-efficacy and a positive relationship between valuation and test anxiety.
Procrastination has a negative relationship with tendency dominate and avoiding dominance, and positive relationship with the avoiding performance. Self-handicapping and the value of task negatively, and examination stress positively, predicate educational procrastination. The rest of the results presented in the paper. So an important part of student's educational procrastination and self-handicapping can be explained by self-motivation and orientation of development purposes.