Investigating the Relationship between Ruminative Thought, Self-handicapping and Achievement Motivation with the Academic Success of Students at the Universities of Gorgan in 1395

Introduction: There are different personality variables such as ruminative thought, self-handicappina and achievement motivation that can influence on academic achievement of students. The current study aimed to investigate relationships between ruminative thought, self-handicapping and achievement motivation with the academic success of students at the universities of Gorgan in 1395 Methods: The present research was cross sectional and descriptive survey study. A total population of the present study was 450 students of Gorgan University in the years of 94-95 that 200 of them were selected using Stratified random sampling based on Morgan table. Documentary and field methods were used to collect data. Tools used in research are Scale rumination reflection, sacrifice, Watson and Hargys, selfhandicapping scale, Jones and Rvdvalt, the achievement motivation questionnaire. Research data carried out by subjects in the study, scoring and interpretation. Then, data were analyzed using Pearson correlation coefficients and multiple regression methods by the SPSS software version 23. Results: 56.5% (113) of the participant were male and 43.5% (87) of them were female. The average age of the students were 20.62 + 2.1. Results of the study indicated that there is a significant correlation between rumination thought in students and academic achievement P=0.000. Moreover, there is a significant negative relationship between self-handicapping and academic achievement (P=0.000). In addition, there is a significant positive relationship between achievement motivation and academic achievement Conclusion: The results demonstrated that those students who have rumination thought and self – handicapping inability to perform activities cannot provide their academic progress.