The mediating role of coping strategies between early maladaptive schema and academic self-handicapping in girls students

Subject Areas : Psychology

Haniyeh Vafayi ghoshooni ¹ , Roya Koochakentezar ²

1 - Islamic Azad University of Central Tehran Branch
2 - Department of General Psychology -Exceptional Children faculty of Psychology and Education, Islamic Azad University of Central Tehran Branch, Tehran, Iran

Received: 2021-02-23 Accepted : 2021-04-11 Published : 2021-07-23

Keywords: academic self-handicapping, Coping Strategies, The Inittial Schema,

Abstract :

During their studies, students try to learn the best in the educational process and be prepared for academic evaluation in order to create a valuable image of themselves, while there are many obstacles for students in this direction, one of which is The most important of these barriers is the avoidance of accepting responsibility for one's own performance, or in other words, academic self-disability. The aim of this study was to mediate the role of coping strategies on maladaptive schemas and academic self-disability. The statistical population includes all female high school students in the 4th district of Tehran in the academic year 1398-99. The sample of this research is 200 people. Sampling method of this research was cluster random sampling method. The instruments used were Lazarus and Folkman (1991) Coping Strategies Questionnaire, Young's maladaptive Schemas Questionnaire (2005) and Migley Academic Disability Questionnaire (2000). The results of structural equation analysis showed that primary maladaptive schemas have a direct effect on academic self-disability and primary maladaptive schemas do not have an indirect effect on academic self-disability through the mediation of coping strategies. Ability to prevent students from using the defective mechanism of self-disability