Bu çalışma, ergenlerin akademik erteleme süresi ile akademik kendini sabotaj arasındaki ilişkide cesaretin akademik rolünü incelemeyi emanet eder. Bu gittikleri Eskişehir'de 512 lise öğrencilerine ...akademik erteleme, akademik ölüm süreleri ve akademik kendini sabote etme uygulamaları uygulandı. Araştırmada ilişkisel modellerden biri olan yönetici yordama modeli kullanılmıştır. Çalışma, akademik ertelemenin akademik kendini sabote etme ile pozitif, akademik cesaretle negatif olarak görüldüğünü bulmuştur. Araştırmadan elde edilen diğer bir emanete göre akademik erteleme ile akademik kendini sabotaj arasındaki ilişkide akademik cesaretin aracı görevinin bulunduğu.
In the academic context, social networking sites (SNSs) have reshaped the way university students connect and communicate with each other and the way they learn, thus influencing their identities and ...dimensions. This research investigates the effect of social networks on academic self-handicapping with the mediating role of self-regulatory and academic achievement.
The current study is considered to be quantitative research in terms of its nature, applied research in terms of its purpose, and correlational descriptive one in terms of its method. The statistical population of the present study includes all language students of Tabriz University, whose number was 540 people. Sampling was done by the random sampling method. Using Morgan's table, the sample size was estimated to be 225 people in 2022. Due to the possibility of falling, 10% was added to this number, and 250 questionnaires were distributed among 250 participants; 17 questionnaires were incomplete, and a total of 233 valid questionnaires were examined. Four questionnaires were administered to collect data. SPSS 26 and AMOS 24 software were used to analyze the collected data from questionnaires. Descriptive, inferential, and Structural Covariance Matrix (SEM) statistics were conducted to explore the effect of social networks on these variables.
Findings showed that social networks significantly impact self-handicapping in language students of Tabriz University. 2- Social networks have a significant impact on self- self-handicapping with a mediating role of self-regulation learning strategies in language students of Tabriz University. 3- Social networks significantly affect self-handicapping, mediating role in language students' academic progress at Tabriz University.
Further investigation and experimentation into social networks are strongly recommended. In addition, studies show that self-handicapping is successful in helping individuals divert the assessments of others from attributing weak abilities to failure. Because self-handicapping behavior undermines achievement and can lead to long-term withdrawal from activities (such as school and college), parents and teachers must discourage self-handicapping and avoid behavior that may encourage it.
Imposterism and academic self-handicapping (ASH) are related to negative outcomes in college students. We examined whether the relationship between imposterism and academic goal orientations is ...mediated by ASH across men and women and for students who are underrepresented on campus.
Participants were 852 undergraduates (29.1% men, 26.1% first-generation, and 22.1% from underrepresented racial/ethnic groups at the predominantly white institution (PWI) where data was gathered).
Participants completed self-report scales assessing imposterism, ASH, and academic goal orientation.
ASH partially mediated the relationship of imposterism to mastery and performance approach academic goal orientations. High imposterism was directly related to high performance-avoidance orientation. Our model was invariant to gender; while it did not appear to be invariant to underrepresented status, this was accounted for by first-generation student status.
Results have implications for the classroom and creation of interventions to minimize ASH and imposterism and their impact on student success.
This study investigated the associations between academic dishonesty, perceptions toward cheating and academic self-handicapping in 572 Greek University students using an online anonymous ...questionnaire. Latent profile analysis (LPA) was employed to form subgroups of students based on academic dishonesty - related constructs. The results showed that academic dishonesty was higher in males and among Sciences and Economics/ICT majors, and that it was associated with students' perceptions and a pattern of dysfunctional academic behavior. Moreover, students majoring in Science and Economics/ICT reported higher levels of witnessing a peer cheating, which was positively linked to academic dishonesty. LPA revealed three groups of students with low, medium, and high academic dishonesty-related variable scores. The implications of these findings for understanding how perceptions about cheating and academic self-handicapping are linked to academic dishonesty are discussed. The study also suggests some possible interventions to prevent and reduce academic dishonesty based on the emerged student profiles.
Universities spend significant time and energy establishing a sense of community for their students. University personnel strive to increase school community ties for commuter students who travel ...back and forth from home to campus under the assumption that these increased ties will predict academic success. In an effort to understand those variables related to commuter student success, 335 participants responded to questions regarding commuter status, psychological sense of community with one’s school, psychological sense of community with one’s hometown, and academic self-handicapping. Results indicated that those with a strong sense of community with their hometown were less likely to engage in academic self-handicapping. Moreover, this relationship was moderated by commuting status, such that the effect was stronger for commuter students than for non-commuter students. Implications for commuter student success and future research are discussed.
Research on achievement emotions and behaviors has routinely demonstrated connections to student performance. This study approaches the work from a perspective of greater integration of multiple ...variables and examines potential nonlinear relationships among intolerance of uncertainty, cognitive test anxiety, academic self-handicapping, and student performance. Using structured equations modeling and generalized additive modeling, our results confirm better predictions of student performance when using both multivariate and curvilinear analyses. Optimal prediction of GPA was achieved when considering all three variables in conjunction through a serial mediation model. Specifically, the analyses demonstrated that intolerance of uncertainty tended to activate learners' cognitive test anxiety, which increased the potential of engaging in academic self-handicapping, resulting in lower levels of GPA. The results are consistent with process models of test anxiety that identify the critical role of learners' appraisals of evaluative stressors as well as the coping strategies employed when stressors are activated. Finally, curvilinear analyses confirmed that student GPA was related to academic self-handicapping and cognitive test anxiety in complex ways but largely demonstrated that as the levels of self-handicapping and/or cognitive test anxiety increased, performance declined. However, the degree of severity in reduced GPA was most severe for learners with elevations in both.
Self-handicapping is a commonly utilized strategy to manage the menace to self-esteem, which gets evoked by failing fear in academic achievement. The main aim of current study was to develop and ...validate academic self-handicapping scale. This scale was developed for measuring self-handicapping among secondary school students. The study sample comprised three hundred thirty secondary school students. Sample was chosen via using random sampling technique. Opinions of expert were collected to check the scale content and face validity. Factor analysis was done on responses of the sample. The findings concluded that academic self-handicapping can be disintegrated into two factors i.e. behavioural self-handicapping and claimed self-handicapping. Cronbach's alpha of academic self-handicapping (alpha= 0.917), the internal consistency indices represented good internal reliability. The results unveiled the existence of significant psychometric features of constructed questionnaire
Academic self-handicapping is a very popular subject of research in educational psychology, in which a growing number of related findings are reported. However, apart from a recent meta-analysis ...(Schwinger et al. in J Educ Psychol 106(3):744–761,
2014
), the last comprehensive review of the subject was published 17 years ago (Urdan and Midgley in Educ Psychol Rev 13(2):115–138,
2001
). This paper integrates relevant findings accumulated since then, which are discussed in a coherent interpretive framework. The first part of the paper discusses the definition and theoretical grounds of academic self-handicapping, then its manifestations in an academic context are enumerated. The second part of the study focuses on the self-protective function of stereotypes based on self-handicapping as well as on the impressions self-handicapping students may make on others at school. A summary of the contributions of goal orientation theory is provided in relation to self-handicapping, and the effects of various goal orientations and goal structures on academic performance are analysed. Based on an analysis of interactions between self-handicapping and academic performance, the authors argue for the importance of prevention and suggest possible ways to prevent self-handicapping. In conclusion, measurement issues of academic self-handicapping and the methodological paradox inherent in questionnaire measures are discussed.
The present study attempted to investigate the role of academic self-handicapping and self-regulated learning strategies in mastery goal orientation among adolescents. The sample comprised of 550 ...school students (age range =14-16years). Instruments namely Self-Handicapping Scale (Jones & Rhodewalt, 1982), Self-Regulation Inventory (Cleary & Platten, 2013), and Achievement Goals Questionnaire-Revised(Elliot & Murayama, 2008) were used. It has been found that self-handicapping wasnegatively associated with self-regulated learning strategies and mastery goal orientation; whereas self-regulated learning strategies was positively linked with mastery goal orientation. In addition, it has been found thatgirls displayedless self-handicapping behavior and more self-regulated and better goal oriented behavior as comparedto boys. Demographic group differences showed that adolescents enrolled in private schools with higher maternal education were less engaged in self-handicapping behaviorand more self-regulated and achievement goal oriented as comparedto government school students. However, significant differences were found on paternal education in relation to mastery goal orientation only.
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