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year 13, Issue 3 (spring 2024 2024)
Rooyesh 2024, 13(3): 65-74 |
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Maghari H, Matini Sadr M, Baseri A. (2024). Prediction of Academic Self-Handicapping based on Primary Maladaptive Schemas and Metacognitive Beliefs in Students. Rooyesh. 13(3), 65-74.
URL: http://frooyesh.ir/article-1-5369-en.html
URL: http://frooyesh.ir/article-1-5369-en.html
1- PhD Student in Educational Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, Imam Hossein University, Tehran, Iran. ,matinisadr@yahoo.com
3- Assistant Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, Imam Hossein University, Tehran, Iran.
2- Assistant Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, Imam Hossein University, Tehran, Iran. ,
3- Assistant Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, Imam Hossein University, Tehran, Iran.
Abstract: (329 Views)
This research was carried out to predict academic self-handicapping based on primary incompatible schemas and metacognitive beliefs in students. The type of research was descriptive-correlation. The statistical population included all psychology students of the Islamic Azad University, North Tehran branch in the academic year 2023-2024, from which 235 people were selected by stratified random sampling. To collect the required data from self-handicapping questionnaires (SHQ) by Migdeli et al. (2001), early maladaptive schemas (PISQ) by Yang (1998), and metacognitive beliefs (MBQ) by Wells and Cutter-Heighten. (2004) was used. Data were analyzed using Pearson correlation and multiple regression. The results showed that there is a significant correlation between initially incompatible schemas and metacognitive beliefs with students' academic self-handicapping (P<0.05). The results of the regression analysis showed that 26% of academic self-handicapping is explained through incompatible primary schemas and metacognitive beliefs. According to the findings of the research, it can be concluded that the initially incompatible schemas and metacognitive beliefs are suitable predictors for students' academic self-disability.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2024/05/7 | Accepted: 2024/05/29 | ePublished: 2024/05/30
Received: 2024/05/7 | Accepted: 2024/05/29 | ePublished: 2024/05/30
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