presenting a model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students

Purpose: this research was conducted with the aim of presenting a model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students. methodology: present study was cross-sectional from type of correlation. the research population was all secondary high school students of tehran city in 2019-20 academic years. the sample size was considered 400 people who were selected by multi-stage cluster sampling method. the research tools were the revised self-handicapping scale (jones & rhodewalt, 1982), time perspective questionnaire (zimbardo & boyd, 1992), intelligence beliefs scale (abd-el-fattah & yates, 2006) and academic self-efficacy scale (jinks & morgan, 1999). data were analyzed by structural equation modeling method in spss-25 and amos-23 software. findings: the findings showed that the model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students had a good fit. also, time perspective and intelligence beliefs had a direct and positive effect on academic selfefficacy and time perspective, intelligence beliefs and academic selfefficacy had a direct and negative effect on self-handicapping. in addition, time perspective and intelligence beliefs with mediated by academic self-efficacy had an indirect and negative effect on selfhandicapping (p<0.05). conclusion: according to the results of this study, planning is necessary to reduce students' self-disability which for this purpose, school counselors and psychologists can improve their time perspective, intelligence beliefs and academic self-efficacy through workshops.