University of Isfahan Positive Psychology Research 2476-4248 6 3 2020 11 21 The effectiveness of the Integrative Intervention Program Based on the Academic Aspiration and Meta cognitive Awareness on the Self-Handicapping The effectiveness of the Integrative Intervention Program Based on the Academic Aspiration and Meta cognitive Awareness on the Self-Handicapping 33 50 25371 10.22108/ppls.2021.122457.1918 FA Farideh Hemmati PhD student, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran. Hooushang Jadidi Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran. Yahya Yarahmadi Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Marym Akbri Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Journal Article 2020 05 23 This study aimed to evaluate the effect of integrated intervention program training on academic motivation and metacognitive awareness of female students' academic self-disability. The study was a pre-test-post-test quasi-experimental design with a control group. Substituted The control group received 10 sessions of 90 minutes for (two months) combined academic enthusiasm and metacognitive awareness training. Research data were collected using the Jones and Rudlet Disability Questionnaire before and after the training intervention. Data analysis was performed using analysis of covariance. The results showed that the integrated training program based on academic aspiration and metacognitive awareness significantly reduced self-disability. The research findings suggest that teaching academic aspiration can be a suitable intervention method to reduce students' self-disability. <br /><em> </em> <br />  This study aimed to evaluate the effect of integrated intervention program training on academic motivation and metacognitive awareness of female students' academic self-disability. The study was a pre-test-post-test quasi-experimental design with a control group. Substituted The control group received 10 sessions of 90 minutes for (two months) combined academic enthusiasm and metacognitive awareness training. Research data were collected using the Jones and Rudlet Disability Questionnaire before and after the training intervention. Data analysis was performed using analysis of covariance. The results showed that the integrated training program based on academic aspiration and metacognitive awareness significantly reduced self-disability. The research findings suggest that teaching academic aspiration can be a suitable intervention method to reduce students' self-disability. <br /><em> </em> <br />  https://ppls.ui.ac.ir/article_25371_566303fdf4de1f9f36172411df186690.pdf