Purpose: The purpose of the present study was to explain the 
mediating role of time perspective in the relationship between 
metacognitive awareness and academic self-disability.
Materials and methods: Descriptive correlational research method 
and the research population included 8946 male students of the 
second secondary school in the public schools of Shahriar city. And 
the sample size of 378 students was randomly selected from among 
37 public schools by multi-stage cluster sampling method. Research 
tools included Eskra and Denison's metacognitive awareness 
questionnaire (1994), Zimbardo's time perspective questionnaire 
(1994) and Jones and Rudwalt's (1990) self-handicapping 
questionnaire.
Findings: Hypotheses were tested through correlation and structural 
equation modeling method. Correlation coefficients showed that 
there is an inverse relationship between metacognitive awareness 
and self-disempowerment. There is a direct relationship between 
time perspective and metacognitive awareness. And it is inverse 
between time perspective and academic self-handicapping. The 
structural model obtained from the research indicates the two-way 
effect of time perspective on academic self-disability. On the one 
hand, it reduces the time perspective of academic selfincapacitation. And on the other hand, it reduces academic selfhandicapping through increasing metacognitive awareness. The 
perspective of time plays a mediating role in this path.
Conclusion: Therefore, this model is a universal model in 
educational and skill learning, it is suggested to pay more attention 
to these variables in workshops or skill-training and counseling 
sessions.