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

Purpose: the purpose of this study was to investigate the causal relationship between parenting styles and academic self-handicapping 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 skillsquestionnaire(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 andperfectionism 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 increaseingof perfectionism will increase the likelihood of academic self-handicapping in the students.