Background: some students When faced failure or fear failure, use a series of defensive strategies to maintain their self-esteem and sense of worth, which allows them to attribute failure to external factors such as the difficulty of tasks and success. the meaning of gaining honor) attribute to internal factors such as ability. For this reason, they suffer from academic self-handicapping.
Aim: To investigate the role of social anxiety, cognitive regulation of emotion and primary maladaptive schemas in students' self-handicapping.
Methodology: The present research is a descriptive correlational study. The statistical population of this research was the students of central schools of Bamyan province in 1400, out of 1020 students, 353 were selected by multi-stage cluster random sampling method. for Collecting data from questionnaires of The Self-Handicapping Scale (Jones and Rhodewalt, 1982), social anxiety (Jarbek, 1996), cognitive emotion regulation, CERQ). Garnefski and Kraaij, 2006) 18-item version and Young Schema Questionnaire-Short Form were used. Data were analyzed using stepwise regression with SPSS 26 software.
Findings: The results showed that each of the variables of this research has the ability to predict students' self-handicapping, so that in social anxiety, the components of fear of speaking in public and fear of social isolation and all components of cognitive emotion regulation and early maladaptive schemas are able to predict students' self-handicapping.
Conclusions: Conclusion: The results indicated that social anxiety, cognitive emotion regulation and early maladaptive schemas play an important role in students' academic self-handicapping. Since raising successful and healthy students will lead to a healthier and more successful society, and considering the negative effects of self-handicapping on students' academic performance, considering the role of counseling centers and psychological services, especially in educational centers, is of particul