Title of article :
The relationship between parenting styles and academic self-handicapping through the mediating role of metacognitive and perfectionism skills
Author/Authors :
Edalatjoo, Ali Islamic Azad University, Bojnourd , Mahdian, Hossein Islamic Azad University, Bojnourd , Mohammadipour, Mohammad Islamic Azad University, Quchan
Abstract :
Purpose: The purpose of this study was to investigate the causal
relationship between parenting styles and academic selfhandicapping
by mediating role of meta-cognitive and
perfectionism skills.
Methodology: The statistical population of the study consisted
of all the second grade secondary school students in studying the
academic year of 2017-18, in Bojnourd. A sample of 350 students
was selected using multi-stage cluster sampling. To collect the
data,(a) Alabama Parenting Questionnaire (APQ),(b)
Metacognitive Skills Questionnaire(MCSQ)(Dowson,Mcinerney,
2004), (c) Perfectionism Scale (Hewitt, Flett (1991) and (d)
Academic self-handicapping Scale (ASHS) (Schwinger, 2014) were
used. Pearson correlation coefficient and Structure Equation
Modeling were used to analyze the data.
Findings: Findings showed that parenting styles directly to
academic self-handicapping was not significant, But through the
mediating role of meta-cognitive skills and perfectionism was
significant. and the hypothetical model had good fit.
Conclusion: teaching of the metacognitive skills to students will
reduce the academic self-handicapping, and the increaseing of
perfectionism will increase the likelihood of academic selfhandicapping
in the students.
Keywords :
parenting styles , metacognitive skills , perfectionism , academic self-handicapping
