The effect of academic buoyancy and academic self-handicapping on life satisfaction of second high school students mediating by adolescent perception of parenting educational methods

Abstract

The aim of this study was to investigate the effect of academic buoyancy and academic self- handicapping on life satisfaction of second high school students through the mediation of adolescent perception of parenting educational methods by path analysis. The statistical population included students of Arak city who were studying mathematics, experimental and humanities in the Second Period public high schools and were selected by multi-stage cluster sampling method. The number of sample people was considered as 719 students, considering the probability of failure in completing the questionnaires. Data collection tools included Academic Boyancy Questionnaire (Dehghanizadeh & Hossein Chari), Academic Self- handicapping (ASHS) ( Schwinger & Stiensmeier-Pelster), Multidimensional Students’ Life Satisfaction (MSLSS) (Huebner) and Adolescent Perception of Parenting Educational Methods (POPS)( Robbins). The obtained data were analyzed by the structural equation model of latent variable type. In order to verify the model's fit, the values of the ratio of chi-square to degree of freedom, (RMSEA), (CFI), (NFI), (TLI), (IFI) and Cronbach's alpha were reported that indicate appropriate model reliability. Findings showed that buoyancy and academic self- handicapping have a direct and significant effect on life satisfaction and adolescent perception of parenting educational methods. The direct effect of the mediating variable on life satisfaction was also confirmed. By doing this research, by observing educational problems or lack of mental health and identifying the factors affecting it in students, appropriate programs can be implemented to increase life satisfaction in students