H. Shokrkon; E. Hashemi Sheikhshabani; B. Najjarian
Abstract
In the present study, the relationships of some personality and motivational antescendents of using academic self-handicapping strategies with the last variable have been examined. In addition, the relationships of self-handicapping with some important consequences were investigated, too. Appropriate ...
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In the present study, the relationships of some personality and motivational antescendents of using academic self-handicapping strategies with the last variable have been examined. In addition, the relationships of self-handicapping with some important consequences were investigated, too. Appropriate scales from Patterns of Adaptive Learning Scales (PALS) were given to 436 ninth-grade students selected by multi- stage random sampling method, from 14 boy high schools in the city of Ahvaz, Iran. The results indicated that of all the performance (approach and avoidance) goals, only parents’ performance goal was correlated positively with academic self-handicapping, and of the mastery goals only student’s mastery goal had a negative correlation with academic self-handicapping. The examination of multiple goal profiles revealed that student’s performance approach and avoidance goals have no effect on using self-handicapping strategies with or without student’s mastery goal. The other findings indicated that skepticism about the school relevance for future success positively, and academic efficacy and prior academic performance negatively predicted academic self handicapping. Hierarchical Regression analyses indicated that all of the predictor variables have multiple relationship with academic self-handicapping. Moreover, self-handicapping was negatiely correlated with subsequent academic performance and positively with attitudes toward cheating and cheating behavior. Finally, some explanations were given to shed light on the findings of the study.
