Structural equation modeling for predicting academic self-defeating behaviors based on brain-behavioral systems (BAS, BIS, FFFS), Uncertainty intolerance and intelligence beliefs due to the mediating role of academic expectations stress

Self-defeating academic behaviors with impaired cognitive-behavioral process in the learning environment affect individuals' performance. Therefore, it seems necessary to pay more attention to this category. The aim of this study was to test a model for predicting academic self-defeating behaviors based on brain-behavioral systems, uncertainty intolerance and IQ beliefs mediated by academic expectations stress. The method was descriptive-correlation and structural equation modeling. The statistical population was the students of Qom Azad University who were studying in 1399-1400. The sample consisted of 420 students who participated in the study in an accessible manner and through self-report through virtual social networks according to the Covid 19 pandemic conditions. Research instruments include Jackson (2009) Brain-Behavioral Systems Questionnaire, Freeston et al. (1994) Uncertainty Intolerance Scale (1994), Abdolfattah & Yates (2006) intelligence beliefs , Ang and Hwan Academic Stress Questionnaire (2006), Scale Cunningham (2007) was self-defeating behavior and cognition. The findings showed that the indirect effects due to the stress of expectations for the brain system on self-breaking behavior (β = 0.219, P = 0.000), unbearable intolerance to self-breaking behavior (β = 0.158, P = 0.000) and intelligence beliefs on Self-defeating behavior ( P = 0.000, β = 110.0).