The relationship between parenting styles and academic self-handicapping through the mediating role of metacognitive and perfectionism skills

Purpose: The present study has been carried out with the aim of Considering  The relationship between parenting styles and academic self-handicapping by mediating the role of meta-cognitive and perfectionism skills. he research method in this study is descriptive and correlation. The research population is comprised of all the second grade secondary school students in studying the academic year of 1396-1397, in Bojnourd. The research sample includes 350 studentsselected through multi-stage cluster random sampling. The research instruments are ,(a) Alabama Parenting Questionnaire (APQ),(b) Metacognitive Skills  Questionnaire (MCSQ) (Dowson M, Mcinerney D.2004), (c) Perfectionism Scale (Hewitt, P.L., & Flett, G.L.(1990) and (d) Academic self-handicapping Scale (ASHS) (Schwinger M, 2014) were used. The data are analyzed using descriptive statistics, Pearson correlation coefficient and Structure Equation Modeling. The results 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 a good fit. The parenting styles through metacognitive skills will reduce academic self-handicapping, and perfectionism will increase the likelihood of academic self-handicapping in the student .