Introduction: ACADEMIC procrastination is one of the prevalence variables in students and the varibles affecting it, such as ACADEMIC SELF-HANDICAPPING and SELF-efficacy should be examined. Thus, this study aimed to investigate the role of ACADEMIC SELF-efficacy and ACADEMIC SELF-HANDICAPPING In ACADEMIC dawdle Bahonar University. Methods: This study is a correlational study that stratified sampling, 120 students from Birjand Shdndabzar. Research tools Scale ACADEMIC dawdle Rasblvm & Solomon (1984), ACADEMIC SELF-HANDICAPPING Medgley & et al (2000) ACADEMIC SELF-McIlroy & Bunting (2002). Were completed. For data analysis, descriptive statistics such as frequency tables, mean, standard deviation and inferential statistics, correlation and multiple linear regressions were used. Results: Results showed that ACADEMIC SELF-efficacy and ACADEMIC dawdle (R =-0. 34) ACADEMIC SELF-HANDICAPPING with ACADEMIC dawdle (R = 0. 21) There was a significant negative correlation. Together these two variables also predict ACADEMIC dawdle amount of variance 16. 0. Conclusions: The results of the study and operators more attention to education and higher education institutions in the field of ACADEMIC dawdle sectors.

The aim of the present study was to examine the relationship between ACADEMIC SELF-efficacy, ACADEMIC SELF-HANDICAPPING, and gender. Three hundred and eighty seven students of Tehran public high school in fourth grade (199 females, 188 males) completed the ACADEMIC SELF-HANDICAPPING Scale (ASHS; Midgley et al., 1996) and the ACADEMIC SELF-Efficacy Scale (ASES; McIlroy & Bunting, 2002). The sample was selected by the cluster random sampling. The data were analyzed using Pearson correlation coefficient, Fisher’s Z test and multivariate analysis of variance. The results indicated that ACADEMIC SELF-efficacy was negatively related with ACADEMIC SELF-HANDICAPPING and gender couldn’t play a moderating role in the relationship between these two variables. The results also indicated that female students reported significantly more ACADEMIC SELF-efficacy than males and male students reported significantly more ACADEMIC SELF-HANDICAPPING than females. The results were discussed within the social cognitive theory and social-specifics affecting the fourth grade high school students in Iran.

The aim of this research was to predict the ACADEMIC procrastination of students by assessing SELF-HANDICAPPING behavior and ACADEMIC Expectations Stress. This research is descriptive and uses correlation methods. The statistical population consisted of male students who were high school students in Mashhad during the 2016-2017 ACADEMIC years. 175 students were in the sample group; the sampling was by cluster sampling methods. The following scales were used in this research: ACADEMIC procrastination, ACADEMIC Expectations Stress, and SELF-HANDICAPPING. The data was analyzed with Pearson’ s correlation coefficient and stepwise regression. The results showed that SELF-HANDICAPPING and ACADEMIC Expectations Stress have a positive correlation with ACADEMIC procrastination. In determining which of these variables was a better predictor for ACADEMIC procrastination, we found that SELF-HANDICAPPING was the most reliable predictor. Therefore, we can conclude that student’ s ACADEMIC procrastination can be predicted using SELF-HANDICAPPING, ACADEMIC Expectations Stress. Furthermore, we conclude that by lowering their stress levels, and control SELF-HANDICAPPING, the increase of student’ s procrastination can be prevented.

Introduction: ACADEMIC engagement as a basis for reformist efforts in the field of education is very important in achieving learning experience so that indirectly guarantees students' ACADEMIC achievement. Therefore, the purpose of this study was to predict ACADEMIC engagement based on SELF-efficacy and ACADEMIC SELF-HANDICAPPING of medical students. Method: This is a descriptive-correlation research. The statistical population consisted of all students of medical, dentistry, pharmacy, nursing, health and paramedical sciences of Kermanshah University of Medical Sciences who were studying in the ACADEMIC year of 2017-18. The sample size was 369 subjects (212 girls and 157 boys) based on Krejcie and Morgan tables and were selected by stratified sampling method. The tools were used included Shafley et al. (1996) ACADEMIC engagement questionnaires, ACADEMIC SELF-efficacy McIlroy and Bunting (2001), and schwinger& stiensmeier-pelster ACADEMIC SELF-HANDICAPPING (2010). Data were analyzed using Pearson Correlation Coefficient, multiple regression analysis, and independent t-test through SPSS. Results: The results showed that there was a positive and significant relationship between SELF-efficacy and ACADEMIC engagement among male and female (male p<0. 05, female p<0. 001) but there was a negative and significant relationship between ACADEMIC SELF-HANDICAPPING with ACADEMIC engagement (p<0. 05). The results of multiple stepwise regression analysis showed that SELF-efficacy and SELF-HANDICAPPING variables among girls were 14% and among boys SELF-efficacy and ACADEMIC SELF-HANDICAPPING together 12% of variance in ACADEMIC engagement Predicted. On the other hand, the results of independent T-test showed that there was a significant difference between ACADEMIC engagement and SELF-efficacy among male and female students, so that ACADEMIC engagement (P<0. 01) and SELF-efficacy (P<0. 001) among girls were higher than Of boys, but there was no significant difference between girls and boys in terms of ACADEMIC HANDICAPPING. Conclusion: The results of this study showed that there is a positive relationship between SELF-efficacy and ACADEMIC engagement among girls and boys, and ACADEMIC SELF-efficacy has a negative relationship with ACADEMIC engagement. On the other hand, ACADEMIC engagement and SELF-efficacy among girls are more than boys but there was no difference between them in terms of SELF-HANDICAPPING. The results of this research can help planners and implementers of higher education to adopt appropriate educational policies in order to engage students in ACADEMIC studies and the factors affecting it.

Background and Aims: The present study aimed to test related variables with SELF-HANDICAPPING among students.Methods: Using multi-stage sampling procedure, 305 students (142 boys, 163 girls) were selected and investigated in this research. The tools included Fear of Negative Evaluation Scale; Acquisitive Goal Orientation Measure; Avoidance Goal Orientation Measure; The Assessment Scale of ACADEMIC Achievement Emotions; The Scale of ACADEMIC Engagement; Burnout Inventory; ACADEMIC SELF-HANDICAPPING Measure. Structural equation modeling was used to test causal relationships of ACADEMIC SELF-HANDICAPPING by LISREL version-8.Results: Fit indices of presumed models indicated that forecasting model of well-being positive indicators through fear of negative evaluation, achievement goals, ACADEMIC SELF-HANDICAPPING, and positive achievement emotions, achievement goals, ACADEMIC SELF-HANDICAPPING, and negative achievement emotions and model of wellbeing negative indicators through fear of negative evaluation, achievement goals, ACADEMIC SELF-HANDICAPPING.Conclusions: The results of current study showed that suggested causative model for the structural relations of ACADEMIC SELF-HANDICAPPING has required power for forecasting the ACADEMIC SELF-HANDICAPPING among students.

The aim of this study was to examin the relationship between perfectionism and ACADEMIC procrastination through the mediating role of ACADEMIC SELF-efficacy, SELFesteem and ACADEMIC SELF-HANDICAPPING. The sample consisted of 235 male and female students of Babolsar high schools who were selected by cluster random sampling. In order to investigate the variables, each participant completed Frost multidimensional perfectionism scale, Morgan-Jinks student SELF-efficacy scale, Rosenberg SELF-steem scale, Schwinger & Stiensmeier-Pelster ACADEMIC SELFHANDICAPPING scale and Solomon & Rothblom procrastination assessment scale for students. The data were analyzed using path analysis. According to the results, goodness of fit Index demonstrated good fit for the model. The results showed that SELF-efficacy and SELF-HANDICAPPING were mediators between negative perfectionism and ACADEMIC procrastination, but the direct and indirect relationship between positive perfectionism and ACADEMIC procrastination was not significant. Also, positive perfectionism was related to ACADEMIC SELF-efficacy, SELF-esteem and ACADEMIC SELF-HANDICAPPING directly and direct relationships between ACADEMIC SELFefficacy, SELF-esteem, ACADEMIC SELF-HANDICAPPING and ACADEMIC procrastination were significant. There was also a significant relationship between ACADEMIC SELFHANDICAPPING and ACADEMIC procrastination, but the relationship between SELFesteem and ACADEMIC procrastination and SELF-HANDICAPPING was not significant.

Objective: The present study was conducted to determine the effectiveness of SELF-determination training on SELF-HANDICAPPING and ACADEMIC procrastination among students. Methods and Materials: The present study is a quasi-experimental design with pre-test, post-test, and follow-up with a control group. The statistical population included all students studying at Farhangian University in Birjand at Imam Sajjad and Shahid Bahonar campuses in the ACADEMIC year 2016-2017, totaling 1, 950 individuals. The research sample included 40 students from Farhangian University who voluntarily enrolled and were randomly assigned to two groups of 20 each using a random numbers table. The experimental group participated in 12 sessions of 90 minutes each, one session per week over two months, undergoing an intervention program based on SELF-determination skills developed by the researchers based on Deci and Ryan's (1985) SELF-determination theory. The control group received no training during this period. The Jones and Rhodewalt (1982) SELF-HANDICAPPING Scale and the Solomon and Rothblum (1984) ACADEMIC Procrastination Scale were used to measure the variables. Data analysis was conducted using SPSS-23 software. Findings: The results of multivariate covariance analysis indicated that SELF-determination skills training had a significant effect on reducing student SELF-HANDICAPPING (F=104. 88) and ACADEMIC procrastination (F=34. 74) (p<0. 001), and these results persisted in the follow-up phase. Conclusion: Based on the findings, learning and applying SELF-determination skills by students can reduce SELF-HANDICAPPING and the occurrence of procrastination behaviors during their studies. Therefore, the results of this study have practical implications for psychologists and counselors at university counseling centers to utilize SELF-determination skills to reduce ACADEMIC procrastination and SELF-HANDICAPPING among students. E-ISSN: 2981-2526