The role of academic self-defeating behaviors, test anxiety and social problem-solving skills in predicting the academic progress of high school students

The present study was conducted with the aim of the role of academic self-defeating behaviors, test anxiety, and social problem-solving skills in predicting the academic achievement of secondary school students. The present research method was applied in terms of purpose and descriptive correlation in terms of the nature of the data. The statistical population of the present study included all students of the first secondary school in the 4th district of Tehran in the academic year 2022-2023, of which 270 people (144 girls, 116 boys) were selected by multi-stage random cluster sampling. The participants used the Self-Destructive Cognition and Behavior Scales (SDBC) (Cunningham, 2007), Test Anxiety (FTA) (Friedman and Bandaz-Jacob, 1997) and the Revised Social Problem-Solving Questionnaire (SPSI-R) (Dzurilla & Nezu, 2002) answered. Data were analyzed simultaneously using multiple regression analysis. The results showed that there are direct and significant relationships between social problem-solving skills and academic achievement and inverse and significant relationships between academic procrastination, academic self-handicapping from the components of academic self-defeating behaviors and social humiliation, cognitive error and stress from the components of exam anxiety with There is academic achievement of students. The research results also showed that the combination of research variables significantly predicts the academic progress of students and explains 51% of its variance (R2 = 0.51) (P<0.01). Based on this, it seems that problem-solving social skills, academic self-defeating behaviors, and test anxiety play an important role in predicting students' academic achievement.