The Mediating Role of Time Perspective in the Relationship between Metacognitive Awareness and Academic SelfHandicapping

The purpose of the present study was to explain the mediating role of time perspective in the relationship between metacognitive awareness and academic self-disability.

Descriptive correlational research method and the research population included 8946 male students of the second secondary school in the public schools of Shahriar city. And the sample size of 378 students was randomly selected from among 37 public schools by multi-stage cluster sampling method. Research tools included Eskra and Denison's metacognitive awareness questionnaire (1994), Zimbardo's time perspective questionnaire (1994) and Jones and Rudwalt's (1990) self-handicapping questionnaire.

Hypotheses were tested through correlation and structural equation modeling method. Correlation coefficients showed that there is an inverse relationship between metacognitive awareness and self-disempowerment. There is a direct relationship between time perspective and metacognitive awareness. And it is inverse between time perspective and academic self-handicapping. The structural model obtained from the research indicates the two-way effect of time perspective on academic self-disability. On the one hand, it reduces the time perspective of academic selfincapacitation. And on the other hand, it reduces academic selfhandicapping through increasing metacognitive awareness. The perspective of time plays a mediating role in this path.

Therefore, this model is a universal model in educational and skill learning, it is suggested to pay more attention to these variables in workshops or skill-training and counseling sessions.