Presenting a Model of Self-handicapping Based on Time Perspective and Intelligence Beliefs mediated by Academic Self-efficacy in Students

Purpose: This research was conducted with the aim of presenting a model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students. Methodology: Present study was cross-sectional from type of correlation. The research population was all secondary high school students of Tehran city in 2019-20 academic years. The sample size was considered 400 people who were selected by multi-stage cluster sampling method. The research tools were the revised self-handicapping scale (Jones Rhodewalt, 1982), time perspective questionnaire (Zimbardo Boyd, 1992), intelligence beliefs scale (Abd-El-Fattah Yates, 2006) and academic self-efficacy scale (Jinks Morgan, 1999). Data were analyzed by structural equation modeling method in SPSS-25 and Amos-23 software. Findings: The findings showed that the model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students had a good fit. Also, time perspective and intelligence beliefs had a direct and positive effect on academic self efficacy and time perspective, intelligence beliefs and academic self efficacy had a direct and negative effect on self-handicapping. In addition, time perspective and intelligence beliefs with mediated by academic self-efficacy had an indirect and negative effect on self handicapping (P 0.05). Conclusion: According to the results of this study, planning is necessary to reduce students self-disability which for this purpose, school counselors and psychologists can improve their time perspective, intelligence beliefs and academic self-efficacy through workshops.