Developing a structural model of Self-Handicapping based on time perspective, intelligence beliefs and perceived parenting style by mediating

The aim of this study was to present a structural model of self-handicapping based on time perspective, intelligence beliefs and perceived parenting style mediated by academic self-efficacy in students. The research method was descriptive and structural equation modeling. The statistical population of the present study was all high school students in Tehran in the academic year 2020. The sample size was 400 students who were selected by cluster sampling (4 schools). The research instruments included the On and Framan (1998) Academic Self-Efficacy Questionnaire, the Jones & Rodwalt Self-Handicapping Scale (1982), the Zimbardo Time Perspective Questionnaire (1999), the Grolenick Perceived Parenting Questionnaire (1997), and the Abdolfattah & Yates (2006) Intelligence Beliefs Scale. The collected data were analyzed by structural equation modeling. The results of data analysis showed that the prediction model of self-handicapping based on time perspective, intelligence beliefs and perceived parenting style mediated by academic self-efficacy based on experimental data has a good fit. The direct and indirect effects of time perspective and intelligence beliefs on students' self-handicapping were also confirmed (p <0.05). Perceived parenting style and academic self-efficacy directly affect self- handicapping (p <0.05). The present study showed that academic self-efficacy has a mediating role in explaining and predicting students' self-disability. This variable is influenced by time perspective, IQ beliefs and perceived parenting style and on the other hand can have a significant effect on students' self-disability. Each research work has its own limitations, and this research is no exception to this rule. Among the limitations of this study include: Structural relationships of variables were tested by modeling structural equations which is a non-experimental method.