Abstract
The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the Faculty of Education at Uluda? University. The Self-Handicapping Scale (Ak?n, 2012), Academic Procrastination Scale (Çak?c?, 2003), and Locus of Control Scale (Da?, 1991) were used as data collection tools. Data was analyzed via Pearson correlation analysis and multi linear regression. As a result of the correlation analyses, a positively significant relationship was determined between self-handicapping, the external locus of control and academic procrastination. As a result of the regression analysis, it was concluded that academic procrastination, the locus of control and academic success predicted self-handicapping in terms of their explanation rates, respectively. Educators and psychological counselors discussed this issue and they made suggestions in line with the findings.
Highlights
Correlation coefficients are calculated in order to determine the relations between the variables that discussed in the research
The aim of the present study is to investigate the self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success
The analyses showed that there was a negative correlation between self-handicapping and academic success
Summary
Successful teaching practice is significantly related to meeting the cognitive, affective, social and physiological needs of students. Research has indicated that the academic self-handicapping tendency is related to perceived class targets and student motivation, coping strategies, qualities resulted from performance, time spared on study and academic performance (Thomas & Gadbois, 2007; Abacı and Akın, 2011; Akın, Abacı and Akın, 2011). Özer and Altun (2011) investigated the reasons behind the procrastination of undergraduates according gender, success at school, hope, perfectionism, external supervision, self-esteem, responsibility, academic self-sufficiency and achievement tendencies As a result, they found that the students who tended to avoid meeting performance aims and who had a low sense of responsibility delayed on their academic studies through laziness and a fear of failure. An attempt was made to answer the following questions: 1) Is there a relationship between self-handicapping, the locus of control and academic success? 2) Do academic procrastination, the locus of control and academic success predict self-handicapping?
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