Abstract
The study examined the predictive ability of self-control of academic self-handicapping among university students. The sample of the study consists of (130) students from a public university, selected randomly. To achieve the study objectives, a survey was employed to collect data. It included a self-control scale and an academic self-handicapping scale. The mean, standard deviation, t-test and multiple analysis regression were used to analyze the data. The results of the study revealed that academic self-handicapping and self-control levels among BAU students were moderate. There were no statistically significant differences in academic self-handicapping level due to gender, while there were differences in self-control level due to gender in favor of females. The results also revealed that self-control is a significant predictor of academic self-handicapping. The study recommended improving self-control especially among male students as it affects their low-level of self-handicapping.
 Keywords: Academic self-handicapping; Jordanian universities; Self-control; Self-control among university students.
Highlights
The university study stage is one of the most important stages in students' life due to the large number of changes and developments that occur in their personality, decisions and ways of thinking
The findings showed that self-control and cognitive distortions can be predicted through using academic self-handicapping
The literature related to self-control suggests that studies which examined the predictive ability of self-control to academic self-handicapping among a sample of community members according to gender are rare
Summary
The university study stage is one of the most important stages in students' life due to the large number of changes and developments that occur in their personality, decisions and ways of thinking. As a result of a variety of demands, needs, and goals and numerous problems associated with academic performance, students may resort to using academic self-impediment as a strategy to prevent the threats to their self-concept. This can be because of their fear of academic failure in future educational positions. The availability of acceptable levels of self-control among students may enable them to reduce the use of academic self-obstruction strategies, control educational situations, and deal with academic pressures that are expected to impede their cognitive development and psychological and social adaptation
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