Prediction of Motivational Strategies Based on Self – Handicapping and Academic Progress Goals of Female Student

Introduction: The purpose of current research was to investigate the predictability of motivational strategies based on self-handicapping and academic progress goals of students. Method: The present research is descriptive and correlational in nature. The statistical population consisted of ۱۰۰ female students in the first year of secondary school in Mashhad, Region ۲, during the academic year ۱۴۰۱-۱۴۰۲. They were selected through random sampling using the available sampling method, and they completed questionnaires measuring motivational strategies, self-handicapping, and progress goals. Findings: In order to analyze the data, the Pearson correlation method and step-by-step regression analysis were used. The Pearson correlation results showed a significant relationship between motivational strategies and self -handicapping and some dimensions of self-handicapping (performance avoidance goals, mastery approach goals, and performance approach goals) were related to motivational strategies. Additionally, among the goals of motivational strategies, mastery goals, self-efficacy, intrinsic valuing, test anxiety, cognitive strategies, and self-regulation showed a direct and significant relationship. Furthermore, the results of regression analysis indicated that the mastery goals component alone explained ۷% of the variance in motivational strategies, and collectively, the two variables of mastery goals and performance avoidance goals explained ۱۲% of the variance in motivational strategies. Conclusion: Based on the research findings, it appears that both variables, self-handicapping and progress goals, play a significant role in predicting students' motivational strategies.

کلیدواژه ها:

Predicting Motivational Strategies ، Self-Handicapping ، Progress Goals