Designing a Model for Predicting Academic Self-Handicapping based on Metacognitive Beliefs with the Mediating Role of Students' Cognitive Emotion Regulation
Subject Areas : Journal of Educational PsychologyHedieh Maghari 1 , Mohammadreza Matini Sadr 2 , Ahmsd Baseri 3
1 - PhD Student in Educational Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran
2 -
3 - Assistant Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, Imam Hossein University, Tehran, Iran
Keywords: Academic Self-Disability, Metacognitive Beliefs, Cognitive Emotional, Students,
Abstract :
This research study was conducted with the aim of designing a model for predicting academic self-disability based on metacognitive beliefs with the mediating role of students' cognitive emotional regulation. The type of research was descriptive-correlation. The statistical population included all psychology students of the Islamic Azad University, North Tehran branch in the academic year 2023-2024, from which 235 people were selected by stratified random sampling. To collect data from self-handicapping questionnaires (SHQ) Migdeli and et al, 2001), metacognitive beliefs (MBQ) Wells and Cater-Heighten (2004) and cognitive emotion regulation (CERQ) Garanevsky and et al, 2001) was used The data were analyzed using Pearson's correlation and structural equations statistical tests. The results showed that metacognitive beliefs had a direct effect on students' academic self-disability (p˂0.001). Also, metacognitive beliefs had an indirect effect on students' academic self-disability (p<0.001). The findings of the present study showed that metacognitive beliefs with the mediating role of cognitive emotion regulation are suitable predictors for academic self-disability in students.
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