Alireza Delghandi; Fatemeh Bayanfar; siavash talepasand
Abstract
The purpose of this study was to prediction of academic self-handicapping behaviors based on academic engagement, quality of school life and sense of belonging to school male students of high school Rey city. The descriptive- correlation method was used. The statistical population consists of all the ...
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The purpose of this study was to prediction of academic self-handicapping behaviors based on academic engagement, quality of school life and sense of belonging to school male students of high school Rey city. The descriptive- correlation method was used. The statistical population consists of all the male students of high school Rey city in year academic 2017-2018 to 4000 male students. According to cluster sampling method, 350 male students were selected as samples and they were asked to fill in self-handicapping scale of Jones and Rhodewalt (1982), academic engagement scale of Fredricks, Blumenfeld and Paris (2004) quality of school life scale of Williams and Baten (1981) and measuring students’ sense of connectedness with school of Brew, Beatty and Watt (2004), and. The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was a negative and significant correlation between academic engagement, quality of school life and sense of belonging to school with academic procrastination students (P<0/01). Regression analyses also revealed that 27/4 of variance of self-handicapping behaviors was explained by academic engagement, quality of school life and sense of belonging to school. This study confirmed the significant contribution of academic engagement, quality of school life and sense of belonging to school on self-handicapping behaviors of students.
