عنوان مقاله [English]
This research was conducted to determine the causal relationships of variables that have most effect on academic self-handicapping in the university students of Tehran. The population was the university students of Tehran that 520 people were selected from the universities of Allameh Tabataba’i, Tehran, south branch of Payam-e-Noor & south branch of Islamic Azad through voluntary sampling. The research tools was include the NEO-FFI, perfectionism Multidimensional Questionnaire, General self-efficacy Questionnaire, classroom motivational scale, Jones & Rhodewalt academic self-handicapping Questionnaire, Rosenberg self-esteem Questionnaire. The data were analyzed using structural equations modeling. The findings provided a robust support for the hypothesized structural relationships and show that personality traits, perfectionism, self-esteem, academic performance and academic motivation could directly affect academic self-handicapping and self-efficacy could indirectly affect academic self-handicapping with the mediating effects of academic performance. Also personality traits and perfectionism could indirectly affect academic self-handicapping with the mediating effects of academic performance and academic motivation. With the increase in neuroticism and by reducing the openness experience, academic self-handicapping will likely emerge and also high level of self-esteem, self-efficacy and academic motivation Will lead to lower levels of academic self-handicapping but high level of perfectionism and academic performance Increases the academic self-handicapping behaviors.