Ziba Dehban - Master's Student in Educational Psychology, Rahman Institute of Higher Education
Masoume Maleki Pirbazari - Assistant Professor, Department of Psychology, Rahman Institute of Higher Education, Ramsar, Iran
Fateme Ashouranjad - PhD in Educational Psychology, Department of Psychology, Rahman Institute of Higher Education, Ramsar, Iran

The purpose of this research is to investigate the relationships of academic expectations of stress, moral identity, and emotional self-awareness with self-defeating behavior and cognition. This research is descriptive and correlational. ۲۰۰ students were selected from the first secondary school girls in the villages of Roudbane city of Iran in the academic year of ۲۰۲۱-۲۰۰۲ using convenience sampling method and the research tools include Academic Expectations of Stress Inventory (AESI; Ang and Huan, ۲۰۰۶), Moral Identity Questionnaire (MIQ; Black and Reynolds, ۲۰۱۶), Self-Defeating Behaviors & Cognitions Scale (SDBCS; Cunningham, ۲۰۰۷) and Self-Awareness Outcomes Questionnaire (SAOQ; Grant et al., ۲۰۰۲). Then the data was analyzed using Pearson's correlation coefficient and SPSS۲۶ software. The study found a significant positive relationship between academic expectations of stress and self-defeating behavior and cognition (r=۰.۲۹ p<۰.۰۱). Additionally, a significant negative relationship was observed between moral identity (r = -۰.۶۸) and emotional self-awareness (r = -۰.۴۳) with behavior and Self-defeating behavior and cognition (p < ۰.۰۱). According to these results, it can be concluded that reducing the academic expectations of stress and strengthening moral identity and emotional self-awareness can be associated with reducing the incidence of self-defeating behaviors and cognitions.

Academic Expectations of Stress, Emotional Self-awareness, Moral Identity, Self-defeating Behavior, Cognition