Academic Self-handicapping Research Articles

“The Comparison Trap”: The Role of Perceived Parent Social Comparison on Adolescent Academic Self-Efficacy and Academic Self-Handicapping

Parents' attitudes and behavior can impact children's self-esteem, self-perceptions, and behavior. However, limited studies have investigated the relationship between parent social comparison and adolescents’ academic self-appraisal and academic behavior. To address this gap, a survey was conducted among 200 Senior High School students from the Integrated School of De La Salle University - Manila to determine the types of perceived parent social comparison (PPSC) experienced (upward identification, upward contrast, downward identification, downward contrast) and their relationship to academic self-efficacy (ASE) and academic self-handicapping (ASH). Results revealed that adolescents have a moderate level of PPSC, with upward identification obtaining the highest mean score. No significant differences were found between males and females. However, significant differences between adolescents compared by parents to others sometimes and those compared often/always were observed in the overall PPSC, downward identification comparison, and upward contrast comparison. After controlling for sex and frequency of PPSC, forward multiple regression revealed that downward contrast was the only significant negative correlate of ASE. In contrast, downward identification was the only significant positive correlate of ASH. The study suggests that cultivating a positive and supportive parent-adolescent relationship rather than a culture of comparison may lead to better outcomes for adolescents.

Academic self-handicapping as a mediator of the relation between imposterism and academic goal orientation: testing invariance by gender and underrepresented status

Objective: 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: 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). Methods: Participants completed self-report scales assessing imposterism, ASH, and academic goal orientation. Results: 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. Conclusions: Results have implications for the classroom and creation of interventions to minimize ASH and imposterism and their impact on student success.

The Collective Influence of Intolerance of Uncertainty, Cognitive Test Anxiety, and Academic Self-Handicapping on Learner Outcomes: Evidence for a Process Model.

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.

Determining the Mediating Role of Academic Self-Regulation in Predicting Academic Self-Handicapping of Lower Secondary School Students Based on Attachment to Parents, Peers, and Teachers

Determining the Mediating Role of Academic Self-Regulation in Predicting Academic Self-Handicapping of Lower Secondary School Students Based on Attachment to Parents, Peers, and Teachers

Sosyal Onay İhtiyacının Mükemmeliyetçilik, Akademik Kendini Engelleme ve Öz-Yeterlik Arasındaki İlişkiye Etkileri

Examining the need for social approval is critical to understand the effects of the social environment on individuals’ beliefs about themselves and perceptions of their abilities. This study aims to provide deep insight into the role and the effect of the need for social approval on the relationship between self-efficacy and perfectionism. Likewise, it aims to examine the role and the effect of the need for social approval on the relationship between self-efficacy and academic self-handicapping. In this study, academic self-handicapping, perfectionism, and the need for social approval, which are individually linked to self-efficacy, are examined in a single comprehensive framework. Participants were 121 university students studying at different universities who completed an online survey involving measures of academic self-handicapping, perfectionism, general self-efficacy, and reactions to social situations. They were manipulated by either receiving positive or negative feedback related to the need for social approval or receiving no feedback. The obtained data were tested with Pearson correlation analysis, one-way ANOVA, and moderation analysis. The findings showed that there was no significant difference between the self-efficacy scores of the groups. Self-efficacy was found to be significantly and negatively correlated with academic self-handicapping and perfectionism. The moderation analysis revealed that the relationship between academic self-handicapping and self-efficacy was only significant when participants received positive feedback or did not receive any feedback related to social approval. Contrary to expectations, the need for social approval was not found to have a moderating role in the relationship between perfectionism and self-efficacy. The current study contributes to the literature in terms of investigating the need for social approval in an experimental setting and showing that it plays a moderator role in the relationship between academic self-handicapping and self-efficacy.

The Structural Relationship of Academic Engagement Based on Mindfulness with the Mediating Role of Academic Burnout and Academic Self-handicapping in Students

Objective: The purpose of this research was to predict academic engagement based on mindfulness with the mediating role of academic burnout and academic self-impairment among Azad University students. Methods and Materials: The research was a descriptive-correlational study. The statistical population includes all students of Azad University of Tehran who were studying in the academic year 2020-21, the target sample was selected using random sampling method in the number of 350 people. In order to analyze the data, it was analyzed using the structural equation method of factor analysis with the help of AMOS software. Data collection tools were: Reeve Academic Involvement Questionnaire (2013), Freiburg Mindfulness Questionnaire (FMI-SF), Academic Boredom Questionnaire by Pekrun et al. (2020), and Jones Academic Self-Disability Questionnaire (2020); and the results of factor analysis and Cronbach's alpha also confirmed their validity and reliability. Findings: The results showed mindfulness (B=0.38, P<0.001) directly and positively and academic self-disability (B=0.29, P<0.001) and academic boredom (B=0.24, P<0.001) predict academic engagement. In addition, the proposed research model had a good fit. Conclusion: It can be concluded that mindfulness has a significant effect on the academic engagement of students due to the mediating role of academic boredom and academic self-handicapping.

Effectiveness of Reality Therapy on Emotion Regulation Difficulty and Academic Self-Handicapping of Students: A Pilot Study

Background: The ability to experience and express emotions is considered a key factor in mental health, and difficulty in effective emotion regulation is a major symptom of many psychiatric disorders. Objective: The present study aimed to investigate the role of reality therapy on emotion regulation difficulty and academic self-handicapping in high school students. Materials & Methods: This quasi-experimental research adopted a pretest-posttest control group design. The statistical population included all male high school students of Ahvaz in 2021, 30 of whom were selected through cluster random sampling and were then randomly assigned to an experimental group and a control group (15 participants per group). For the pretest, participants from both groups completed the Self-Handicapping Scale and the Difficulties in Emotion Regulation Scale. The 10-session reality therapy intervention was then implemented in the experimental group, whereas the control group received no intervention. At the end of therapy sessions, the posttest was given to participants in both groups. Data analysis was performed using Analysis of covariance (ANCOVA). Results: The adjusted posttest mean score of difficulty in emotion regulation among intervention and control groups were 77.5 (95%CI: 75.1-79.9) and 113.35 (95%CI: 110.9-115.7), respectively. The values for academic self-handicapping in the intervention and control groups were 75.1 (95%CI: 72.8-78.4) and 97.3 (95%CI: 92.4-99), respectively. According to the result of ANCOVA, reality therapy had significant effects on academic self-handicapping (F=87.79, P=0.001, η2=0.78) and emotion regulation difficulty (F=461.15, P=0.001, η2=0.95) among students. Conclusions: Reality therapy mitigated academic self-handicapping and difficulties in emotion regulation among male high school students. It is recommended that schools help students improve emotion regulation and control self-handicapping by providing appropriate conditions for implementing reality therapy sessions.

Commuter Students and Psychological Sense of Community: How Ties to Home Relate to Academic Success

Abstract 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.

Academic dishonesty among Greek University students from different disciplines: a latent profile analysis of cheating perceptions and academic self-handicapping

ABSTRACT 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.

Integrating REBT and ACT: An intervention study for managing academic self- handicapping among young adults

ABSTRACT Academic self-handicapping (ASH) has been linked to a number of negative academic outcomes. Thus, it becomes essential to develop and test the efficacy of suitable interventions for the same. The present study aims to explore the effectiveness of integrating Rational Emotive Behavior Therapy (REBT) and Acceptance and Commitment Therapy (ACT) to manage ASH among young adults. A before-after with control experimental research design was adopted. The Academic Self-Handicapping Scale was employed. The sample comprised 53 undergraduate female students (M age = 18.5, SD = 0.88) selected through purposive sampling. Participants who scored at or above the 50th percentile (n = 25) were randomly assigned to the experimental (n 1 = 13) or control group (n 2 = 12). The experimental group was exposed to an 8-hour online intervention. Tests were re-administered at the end of the intervention. Student’s t-test and one-way multiple analysis of co-variance (MANCOVA) were used to analyze the data. The results revealed a significant reduction in overall ASH scores as well as the sub-scale scores within the experimental group as well as in comparison to the control group. The effect size was greater for Claimed self-handicapping. The findings have implications in adopting an eclectic approach to manage academic difficulties.

The role of attachment to parents, peers and teachers in predicting academic self-handicapping of first secondary school students

Background and Aim: Academic self-disability is one of the less known strategies used to explain failure. The aim of the present study was to investigate the role of attachment to parents, peers and teachers in predicting academic self-handicapping of first secondary students. Methods: This research was descriptive and correlational. The statistical population of the present study included all students (girls) of the first secondary level in Tehran in the academic year 2019-2020, which number was approximately 1840000, and 384 people were selected to determine the sample size using available sampling. The research tools included the academic self-handicapping scale, the revised list of attachment to parents and peers, and the scale of attachment to the teacher. In order to analyze the data, Pearson's correlation test and multiple linear regression were used. Results: The results have shown that there is a negative and significant relationship between attachment to parents, peers and teachers (acceptance and non-rejection) and self-disability (P<0.01). Also, the results of the regression analysis showed that attachment to parents and peers explain 0.56 percent of academic self-handicapping. attachment to teachers has no role in this prediction. Conclusion: It can be concluded that attachment to parents and peers played a role in predicting students' academic self-handicapping, but attachment to teachers has no effect on it.

The Mediator Role of Academic Grit in The Relationship Between Academic Procrastination and Academic Self-Handicapping in Adolescents

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.

Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping.

Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping.

Prediction of academic self-handicapping based on self-control among university students

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.

Supplemental Material for Why Do Students Use Strategies That Hurt Their Chances of Academic Success? A Meta-Analysis of Antecedents of Academic Self-Handicapping

Supplemental Material for Why Do Students Use Strategies That Hurt Their Chances of Academic Success? A Meta-Analysis of Antecedents of Academic Self-Handicapping

The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students

هدف از پژوهش حاضر تأثیر آموزش راهبردهای شناختی و فراشناختی یادگیری بر خودناتوان‌سازی تحصیلی و یادگیری خودراهبر دانش­آموزان کنکوری بود. این پژوهش از نوع مطالعات نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه دانش­آموزان دختر مقطع متوسطه دوم شهر خرم­آباد تشکیل می­دادند که در سال تحصیلی 98-1397 مشغول به تحصیل بودند. تعداد 30 دانش­آموز با استفاده از روش نمونه­گیری تصادفی خوشه­ای چند مرحله­ای وارد نمونه شد و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. دانش­آموزان گروه آزمایش، آموزش­ راهبردهای شناختی و فراشناختی را طی هشت جلسه دریافت کردند ولی دانش­آموزان گروه نمونه هیچگونه آموزشی دریافت نکردند. قبل و بعد از آموزش هر دو گروه نمونه به منظور پیش‌آزمون، پس‌آزمون و مرحله پیگیری پرسشنامه­های خودناتوان­سازی تحصیلی و یادگیری خودراهبر را تکمیل کردند. داده­ها با استفاده از بسته نرم­افزار ­آماری در علوم اجتماعی تجزیه و تحلیل شد. نتایج نشان داد، آموزش راهبردهای شناختی و فراشناختی یادگیری باعث کاهش معنادار خودناتوان­سازی تحصیلی (001/0p=) و افزایش معنادار یادگیری خودراهبر (001/0p=) در دانش­آموزان نمونه شده است. با توجه به یافته­ها، می­توان با آموزش راهبردهای شناختی و فراشناختی یادگیری به معلمان و آموزش این راهبردها به دانش­آموزان توسط معلمان، به صورت غیرمستقیم و مستقیم خودناتوان­سازی تحصیلی را در دانش­آموزان کاهش داده و یادگیری خودراهبر را افزایش داد.

Role of Academic Self-Handicapping and Self-Regulated Learning Strategies in Mastery Goal Orientation among Adolescents

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.

Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.

ERGENLERDE İNTERNET BAĞIMLILIĞININ AKADEMİK KENDİNİ ENGELLEME VE PSİKOLOJİK DAYANIKLILIK ÜZERİNDEKİ ETKİSİ

The aim of this study is to investigate the relationship between internet addiction and academic self-handicapping and psychological resilience, and to determine the predictive power of Internet addiction in terms of academic self-handicapping and psychological resilience. For this purpose, “Personal Information Form”, “Young Internet Addiction Test-Short Form”, “Academic SelfHandicapping Scale” and “Adolescent Psychological Resilience Scale” were applied to 575 students. In research, Pearson Correlation Coefficient was used to determine the relationship between internet addiction and academic self-handicapping and psychological resilience. The effects of internet addiction on academic self-handicapping and psychological resilience were examined with the method of path analysis. According to the findings obtained from the data analysis at the end of the research, it is seen that there is a significant difference in the level of internet addiction of adolescents according to gender, school success and parental attitude. When the relationships between internet addiction, academic self-handicapping and psychological resilience were examined, it was found that there was a positive correlation between internet addiction and academic self-handicapping and negative relationship between internet addiction and psychological resilience. In the study, it is concluded that internet addiction is a significant predictor of academic selfhandicapping and psychological resilience.

학업적 자기손상 척도의 개발 및 타당화

학업적 자기손상 척도의 개발 및 타당화