خودناتوان سازی

The aim of the present study was to determine the effect of motivational-behavioral interventions based on Martin's motivational cycle on procrastination and self-disempowerment in student teachers.

This applied research was of an experimental type with a pre-test-post-test design with a control group. The statistical population included all the students of Farhangian University in 2021-2022. In the first stage, 310 people were randomly selected as a sample, and in the second stage 60 female and male students, who had higher grades in procrastination and self-disability were selected and placed in two groups: experimental and control. The procrastination questionnaires by Solomon and Roth-Blam (1984) and Midley, Arunkumar and Ordan's (2000) self-handicapping questionnaires were used to collect data. Descriptive and inferential statistics were used to analyze the data using the covariance analysis method with SPSS version 21 software.

The results showed that multidimensional cognitive-behavioral interventions were effective in reducing procrastination and self- disempowerment, and students obtained lower grades in the post-test.

Therefore, it can be concluded that recognizing procrastination and self- disempowerment and choosing appropriate methods that lead to their reduction can help improve the performance and motivation of students and increase the efficiency of the educational system.

The present research has aimed to study the intermediary role of procrastination in the correlation between self-handicapping and students’ academic performance. The study took a descriptive correlational approach. The statistical population consisted of all senior high school students in the city of Kermanshah in the school year of 2018-2019, 373 of whom were selected as the sample based on Morgan’s sampling table and using random clustered sampling. The research tools consisted of the self-handicapping questionnaire devised by Jones and Rhodewalt (1982), Solomon and Rothblum’s procrastination questionnaire (1984), and the questionnaire devised by Pham and Taylor (1999) on academic performance. Simultaneous regression and structural equation modeling by means of SPSS and LISREL software were used for data analysis. The results pointed out the path coefficient between academic self-handicapping and procrastination to be 0.34, while for the correlation between academic self-handicapping and academic progress, it was determined to be -0.53, and the path coefficient for the effect of procrastination upon academic progress showed to be -0.41, indicating a significant correlation between the variables involved in the research. Moreover, the obtained results pointed out procrastination to have a -0.41 effect upon the correlation between self-handicapping and academic progress. In other words, adding the procrastination variable to the correlation between self-handicapping and academic progress pushes it up to -0.67. Thus, the intermediary role was verified. According to the obtained results, knowledge of self-handicapping and procrastination and how to avoid them is a matter of necessity and importance in order to help students and improve the educational system.

In recent decades, assertiveness has been the subject of many theoretical and clinical studies. According to research, several personality factors affect the assertiveness of individuals. It mediates disability in students.

The present study is applied in terms of purpose and correlation with structural model approach 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. The research instruments included Gambrill and Ritchie (1975) audacity questionnaire with a reliability of 0.88, Jones and Rudwalt (2005) self-disability questionnaire with a reliability of 0.69, Nemati responsibility accountability questionnaire (2008) with a reliability of 0.92. And the Paklek (1991) Social Anxiety Scale were highly reliable. The collected data were analyzed by structural equation modeling and AMOS software.

The results of data analysis showed that the model of predicting audacity based on responsibility and social anxiety with the mediation of self-disability based on experimental data has a good fit. Also, the indirect effect of responsibility and social anxiety on students' courage was confirmed with 95% confidence.

Considering that low courage has a significant role in creating and sustaining educational problems, the research findings have important implications for those involved in education and mental health services and families.

The aim of this study was to investigate the relationship between test anxiety and motivation to progress with self-disability and academic procrastination in students of Tehran University of Applied Sciences. The research method of the present study is descriptive-correlational. The statistical population of this study includes all students of East Tehran University of Applied Sciences. 340 people were selected from this statistical population by multi-stage random sampling method. The negligence of Solomon and Rothblum (2005) and Edward E. Jones's (1979) self-restraint scale were answered. The results of Pearson correlation showed that there is a positive and significant relationship between test anxiety and academic self-efficacy and there is a negative and significant relationship between achievement motivation and self-efficacy and academic achievement. Negativity and test anxiety positively predict students' procrastination and self-empowerment. The results of the study indicate that by increasing the motivation to progress and reduce the anxiety of the exam, it is possible to reduce the students' self-disability and academic procrastination.

The purpose of this study was to investigate the effect of self-efficacy and self-management components of students on the process of writing thesis / dissertation. The present research is applied in terms of its purpose and is descriptive and correlational. The statistical population of this research is all master's and doctoral degrees from 89 to 94 years of Allameh Tabataba'i University. The data gathering tool is a standard questionnaire designed by Jones and Rudalt (1982) and Warney (2003). The questionnaire with 35 items was distributed among 364 students by stratified random sampling method and 226 numbers were collected. To investigate the relationship between independent variables with dependent variable as well as the effect of each variable of demographic variables on the dependent variable, logistic regression test was used and calculated using the spss software. The results of this study showed that the students' self-efficacy and self-sufficiency components are not affected by the process of writing thesis / dissertation. In order to improve the quality of academic research, identifying and facilitating internal and external difficulties and obstacles in the way of writing these researches should be considered by the academic staff in particular.

This study aimed to investigate the impact of students self- efficacy and self- handicapping on dissertation/thesis completion.

As an applied research, it was conducted based on descriptive and correlation method. Statistical population of the study included Ph.d and masters students, between years of 89-94 Allameh Tabataba’i University (ATU). The data gathering tool was 2 standard questionnaires which were distributed among 364 students by stratified random sampling method and gathered 226 questionnaires. Matrix correlation test was used to study the relationship between independent variables and dependent variable, and multi regression test was applied for studying the impact of independent variables on dependent variable by using spss software.

Results showed that there is no impact of self- efficacy and self handicapping on dissertation/thesis completion. To promoting quality of academic research, It’s important for academic authorities to pay attention to identification and surmount of dissertation/thesis writing internal and external obstacles.

The present paper mainly aims to do confirmatory factor analysis of the attitude towards research and its relationship with self–handicapping and self-efficacy among the last semester master students of Kurdistan University.The study adopted a correlative design (factor analysis via oblique rotation with direct OBLIMIN and confirmatory factor analysis were used for testing the validity of instruments and correlation was used for testing the relationship between variables). To do confirmatory factor analysis and to examine the relationship between attitude towards research and self–handicapping and self-efficacy, 400 subjects were randomly selected from among master students of the educational year 2010-2011. The participants completed the Attitude toward Research (ATR), criterion of self-efficacy and self–handicapping and pattern of adaptive learning scales questionnaires. Then the data was analyzed using factor analysis via oblique rotation with direct OBLIMIN, confirmatory factor analysis and regression correlation coefficient. The results of factor analysis via oblique rotation with direct OBLIMIN were indicative of five factors being influential in attitude towards research and then these factors were analyzed using confirmatory factor analysis. Internal consistency reliability coefficients including Cronbach’s alpha and split-half coefficients were of a satisfactory value (respectively 89% and 87%) for 30 items and 5 factors. Correlation coefficients for ATR questionnaires and self–handicapping and self-efficacy questionnaires were respectively 0.51 and -0.43 which are significant at (P<0001) level. Moreover, the T-test showed that there was no significant difference between male and female students.The results of factor analysis are consistent with prior findings. Considering high validity and reliability value of ATR questionnaires, they can be used in research and academic settings. We can also reduce self–handicapping rate in doing research tasks and increase self-efficacy rate of researches through emphasis on positive attitude towards research.