The relationship between parenting styles and academic self-handicapping through the mediating role of metacognitive and perfectionism skills
The purpose of this study was to investigate the causal relationship between parenting styles and academic self-handicapping by mediating role of meta-cognitive and perfectionism skills.
The statistical population of the study consisted of all the second grade secondary school students in studying the academic year of 2017-18, in Bojnourd. A sample of 350 students was selected using multi-stage cluster sampling. To collect the data,(a) Alabama Parenting Questionnaire (APQ),(b) Metacognitive Skills Questionnaire(MCSQ)(Dowson,Mcinerney, 2004), (c) Perfectionism Scale (Hewitt, Flett (1991) and (d) Academic self-handicapping Scale (ASHS) (Schwinger, 2014) were used. Pearson correlation coefficient and Structure Equation Modeling were used to analyze the data.
Findings showed that parenting styles directly to academic self-handicapping was not significant, But through the mediating role of meta-cognitive skills and perfectionism was significant. and the hypothetical model had good fit.
teaching of the metacognitive skills to students will reduce the academic self-handicapping, and the increaseing of perfectionism will increase the likelihood of academic self-handicapping in the students.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
- پرداخت حق اشتراک و دانلود مقالات اجازه بازنشر آن در سایر رسانههای چاپی و دیجیتال را به کاربر نمیدهد.