Thesis:

The relationship between Attributional Styles and academic selfhandicapping with academic buoyancy in Female students of the second secondary school of Joghatay city

The aim of the present research was to investigate the relationship between document styles and academic self-disability with academic buoyancy of 97 secondary school girls in Joghtai city. The statistical population of the research was all the female secondary school students of the public schools of Joghtai city in 2022 in the number of 289 people, out of which a sample size of 164 people was determined based on Morgan's table and selected by multi-stage cluster sampling method. The tools used in this research included Martin and Marsh's academic buoyancy questionnaire (2008), Migli's academic selfhandicapping scale (2000) and Seligman and Singh's document styles questionnaire (1982). To analyze the data, Pearson's correlation coefficient and simultaneous regression analysis based on SPSS25 software were used, and the results showed that document styles and academic self-handicapping have a significant relationship with academic buoyancy (p<0.01). Also, the results showed that positive attribution style has a significant positive correlation with academic buoyancy and negative attribution style has a significant negative correlation with academic buoyancy. Also, the results showed that academic self-handicapping has a significant negative correlation with academic buoyancy. Based on this, it can be concluded that document styles and academic self-handicapping can predict the level of academic buoyancy of students.

Keywords: Key words: document styles, academic self-handicapping, academic buoyancy.