Ezatolah ghadam poor; fazlolah hasanvand; maryam abdolahi moghadam; amin shakarami
Abstract
The purpose of this study was to explain the academic buoyancy model based on self-handicapping through the mediating role of love of learning, self-esteem, and self-regulation skills.
The statistical population of this study included all male and female students of high schools in Poldokhtar city, ...
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The purpose of this study was to explain the academic buoyancy model based on self-handicapping through the mediating role of love of learning, self-esteem, and self-regulation skills.
The statistical population of this study included all male and female students of high schools in Poldokhtar city, which included about 3990 students. According to the Krejcie and Morgan's table, 350 people (175 girls and 175 boys) were selected as samples based on the multi-stage sampling method. The self-handicapping, academic Buoyancy, love of learning, self-esteem and Buffard et al self-regulatory skills scales were used to collect the data.
Data analysis showed that the conceptual model of the research was confirmed with proper fitness, and self-handicapping had a significant negative effect on academic Buoyancy and all of the mediating variables. More importantly, love of learning and self-esteem had positive mediating roles in the effect of self-handicapping on academic Buoyancy. Although self-handicapping had a significantly negative effect on self-regulation skills, this variable had not a mediating role on the adolescent's academic buoyancy.
It can be concluded that self-handicapping is a factor that can have damaging and destructive effects on the student’s academic buoyancy and other educational outcomes in the school setting. For this reason, it is necessary to use the positive effects of factors such as love of learning and self-esteem to overcome on negative impact of self-handicapping.
afshin afzali; Seid Mohamad Amin Ghashami; Ali Hendi Varkane
Abstract
The purpose of this study was to determine and anticipate academic Cheating in students based on educational satisfaction, academic motivation and Self-handicapping. This research was carried out through descriptive correlational method and the statistical population of this study was 12215 students ...
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The purpose of this study was to determine and anticipate academic Cheating in students based on educational satisfaction, academic motivation and Self-handicapping. This research was carried out through descriptive correlational method and the statistical population of this study was 12215 students of Bu-Ali Sinai University. A sample of 300 students was selected. Using cluster sampling method, the clustering of the community based on the college and then its classification based on gender and gender selection were done. The required data were collected using Hartre's Educational Motivation Questionnaire (1981), Jones and Rudolt's academic Self-handicapping (1982), Mohseni's educational satisfaction (2010), and Frasat’s attitude toward academic Cheating (1392). Using multiple linear regression Simultaneously analyzed.The results of the analyzes showed that the variables considered including educational satisfaction and academic motivation and Self-handicapping were in general 15% related to the student's tendency toward academic Cheating (p ) Additionally, academic self-sufficiency alone can predict 39% of the students' academic motivation and 17% of the student's attitudes toward academic Cheating (p = 0.01).Based on these findings, if we want to reduce the amount of counterfeit students' behavior, we have to take steps to increase the student's academic motivation; as Self-handicapping of students decreases, the probability of their tendency toward academic Cheating Will also decrease.
Somayeh Soltannejad; Esmaeil Sa’dipour; Hassan Asadzadeh
Abstract
The aim of this study was to investigate the relationship among perceived parenting styles, procrastination and self-handicapping. Current study is a descriptive research ofcorrelational type. For this purpose, the Parental Authority Questionnaire (PAQ), Tuckman's Procrastination Scale and the Self-Handicapping ...
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The aim of this study was to investigate the relationship among perceived parenting styles, procrastination and self-handicapping. Current study is a descriptive research ofcorrelational type. For this purpose, the Parental Authority Questionnaire (PAQ), Tuckman's Procrastination Scale and the Self-Handicapping Scale (SHS) were completed by150 3rd-grade high school students in Karaj city who were selected through cluster random sampling. The data were analyzed using Pearson correlation coefficient and step-wise regression analysis. The results indicated that authoritarian style had significant positive correlation with procrastination and self-handicapping. Authoritative and permissive parenting styles have significant negative correlation with self-handicapping. The step-wise regression analysis also suggested that among perceived parenting styles, authoritarian style had significant and positive predictor of procrastination, and authoritative style had significant and negative predictor of self-handicapping. In general, it can be concluded that increasing warmth and involvement in parenting can decrease the harmful consequences of procrastination and self-handicapping behavior.
esmaeil azadi; jalil fathabadi
Abstract
The aim of the present research is to determine the relation of self- esteem instability and fear of negative evaluation with self-handicapping in adolescent students. In a cross sectional research, 386 high school male and female students are selected based on multi-stage sampling in city of Tehran ...
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The aim of the present research is to determine the relation of self- esteem instability and fear of negative evaluation with self-handicapping in adolescent students. In a cross sectional research, 386 high school male and female students are selected based on multi-stage sampling in city of Tehran in the academic year of 2010-2011. They filled Jones and Rhodwalt Self-handicapping Scale (SHS), Chabrol, Rousseau, & Callahan Inatability Self-esteem Scale (ISES) and Watson and Friend Fear of Negative Evaluation Scale (FNE). Pearson correlation test, inter- regression and independent T test are used for statistical analysis. The results of Pearson correlation show that self-esteem instability has a positive relation (r=.261, p<0.001) with self-handicapping, and fear of negative evaluation is positively and significantly (r=.٢٨٩, p<0.001) correlated with self-handicapping. Also relation of self-esteem instability and fear of negative evaluation with behavioral self-handicapping and claimed self-handicapping is positive and siginificant. Regression analysis indicates that self-esteem instability and fear of negative evaluation predict self-handicapping in adolescent students. Independent T test shows that self-handicapping in girls is higher than boys. The results indicate that self-esteem instability and fear of negative evaluation are determining & predictive factors in self-handicapping in adolescent students.
