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Influence of Personality Traits and Age on Academic Self-Handicapping among Undergraduate Students of Ahmadu Bello University, Zaria, Nigeria  [PDF]
Anna Litvinova, Musa Balarabe, Aisha I. Mohammed
Psychology (PSYCH) , 2015, DOI: 10.4236/psych.2015.615197
Abstract: The present study examined the differences in academic self-handicapping among undergraduate students based on personality traits and age. Participants (N = 440) completed two questionnaires— Big Five Inventory and Self-handicapping Scale. Analysis of data reveals that significant negative correlation exists between academic self-handicapping of undergraduates and their next personality traits—agreeableness, conscientiousness and openness to new experience (with r = -.322, -.317 and -.161 respectively), while with neuroticism this correlation is positive (r = .439). The academic self-handicapping did not show any significant correlation with extraversion and students’ age. Considering the negative impact of academic self-handicapping in educational process and significant relationship between academic self-handicapping and personality traits, teachers and counsellors need to pay more attention to students’ personality as one of the important factors affecting motivation and achievement.
Classroom Behavior Pattern and Academic Self-Handicapping in Students with Specific Learning Disabilities
Mohammad Narimani, Sanaz Einy , Ramin Tagavy
Quarterly Journal of Child Mental Health , 2016, DOI: -
Abstract: Background and Purpose: Classroom behavior pattern and academic self-handicapping are important variables in academic failure of students with learning disabilities. Therefore, the aim of this study was to compare classroom behavior pattern and academic self-handicapping in students with and without specific learning disabilities. Method: This study is causal- comparative. The statistical population of this study consisted of all students with learning disabilities in learning disability centers and normal students in the Ardabil city in 2015-2016. 90 students with and without learning disability (45 students in each group) were selected by convenience sampling method. To collect data, questionnaire of classroom behavior (Shaffer, 1977) and academic self-handicapping scale (Midgley et al, 2000) were used. Data was analyzed with MANOVA method. Results: The results showed that there are significant differences in classroom behavior pattern and academic self-handicapping between the two groups (p<0.01). In other words, students with learning disabilities had higher scores on academic self-handicapping variable and non-adaptive classroom behavior to the students without learning disability. Also, students with learning disability receive lower score in adaptive behavior than the students without learning disability. Conclusion: Students with specific learning disabilities in comparison peers show less adapted classroom behavior and also use self-handicapping strategies more than other students. Implication of the findings is discussed in the paper.
Self-handicapping: A Conceptual Analysis  [PDF]
Ahmet AKIN,Ramazan ABACI,ümran AKIN
International Online Journal of Educational Sciences , 2011,
Abstract: Self-handicapping strategies are impediments to performance that an individual constructs to protect or enhance his/her perceived competence. These impediments allow this individual to discount responsibility for failure and augment credit for success. This paper presents an overview about the consequences, psychodynamics, and underlying factors of the self-handicapping. Also self-handicapping strategies will bedescribed. In this article it is aimed to explain the concept of self-handicapping in detail and discuss this concept in terms of the psychological health and academic life events.
Self-Efficacy, Self-Concept and Peer Influence as Correlates of Academic Achievement among Secondary School Students in Transition
D.A. Adeyemo,V.A. Torubeli
Pakistan Journal of Social Sciences , 2012,
Abstract: The study investigated self-efficacy, self-concept and peer-influence as correlates of academic performance among adolescents in transition. The descriptive survey design was adopted for the study. The simple random sampling technique was used to select 300 participants in senior secondary school one from six secondary schools in Yenagoa metropolis of Bayelsa State, Nigeria. Of the total sample, (144) were boys, while the remaining (156) were girls. Their age ranged between 12 and 18 years with a calculated mean age of 14.6 years and SD of 2.2. The students responded to three valid and reliable instruments, student self-efficacy questionnaire, self-concept inventory and peer-influence questionnaire. Data analysis involved the use of step-wise multiple regression procedure to examine the predictive effect of the three variables on the academic performance. The result indicated that the three variables were effective in predicting students academic performance. Each of the variables also contributed significantly to the prediction of students academic performance. Based on the findings it was suggested that school counselling psychologists should assist students in transition to develop self-efficacy, self-concept and positive peer relations.
An Investigation of the Relationships between Self-Handicapping and Depression, Anxiety, and Stress  [PDF]
ümit SAHRAN?
International Online Journal of Educational Sciences , 2011,
Abstract: This study investigated the relationships between self-handicapping and depression, anxiety, and stress. The sample of study consists of 336 university students. In this study, the Self-handicapping Scale and the Depression Anxiety Stress Scale (DASS) were used. The relationships between self-handicapping and depression, anxiety, and stress were examined using correlation and structural equation modeling. Results demonstrated that self-handicapping positively related to depression, anxiety, and stress. The structural model fitted well to the data (χ2/df=1.18, p=0.317, GFI=1 .00, AGFI= .99, CFI=1.00, NFI=.96, IFI=1.00, RFI=.99, and RMSEA=.014) and also accounted for 17% of the depression, 24% of the anxiety, and 27% of the stress variances. According to path analysis results, depression, anxiety, and stress were predicted positively by self-handicapping.
Global Self-Esteem and Self-Efficacy Correlates: Relation of Academic Achievement and Self-Esteem among Emirati Students  [cached]
Ernest Afari,Graeme Ward,Myint Swe Khine
International Education Studies , 2012, DOI: 10.5539/ies.v5n2p49
Abstract: We investigated the relationships between global self-esteem, academic self-efficacy and academic performance among a sample of 255 college students in the United Arab Emirates. The widely used Rosenberg’s Self-Esteem Scale (RSES; Rosenberg, 1965) and an academic self-efficacy scale, modified from (Jinks and Morgan, 1999) were used to assess student’s self-esteem and their academic self-efficacy. Each student’s average grade for the mid-semester and final semester was used as the performance measure. Confirmatory factor analyses using Analysis of Moment Structures (AMOS) version 18 performed on the scores of the RSES revealed two factors (positive and negative self-esteem) as hypothesized. Correlated results indicated significant relationships between global self-esteem and academic self-efficacy. Also academic achievement was associated with having high academic self-efficacy.
Personality traits, age and sex as predictors for self-handicapping tendency  [PDF]
?olovi? Petar,Smederevac Sne?ana,Mitrovi? Du?anka
Psihologija , 2009, DOI: 10.2298/psi0904549c
Abstract: Self-handicapping is one of the strategies people use when facing potential failure. Paper presents new scale for assessing self-handicapping tendency as relatively stable trait, as well as its relations with personality traits, sex and age. Self-handicapping questionnaire and shortened form of Zuckerman-Kuhlman Personality Questionnaire were administered to 230 participants of both sexes, age 18 to 59. Confirmatory factor analysis shows that model with four latent dimensions, encompassed by a higher-order latent dimension, fits the data well. Those lower order dimensions correspond to originally created scales: External handicaps in interpersonal area, Internal handicaps in interpersonal area, Internal handicaps in achievement area and External handicaps in achievement area. Results of MANCOVA shows that Neuroticism is predictor of all dimensions of self- handicapping. Impulsive sensation seeking predicts choice of external handicaps in interpersonal area, as well as internal handicaps in achievement area. Latter is predicted also by low Activity. Younger subjects show significantly higher tendency to use internal handicaps, and men in general show more self-handicapping tendency than women, except in choosing internal handicaps in achievement area, where sex shows no significant effect.
The Self-Handicapping Strategy:It''''s Paradigm and It''''s Correlational Variables

Shi Wei,Huang Xiting,

心理科学进展 , 2004,
Abstract: Self-handicapping is a strategy of self-protection or self-enhancement in the face of an evaluation threat. Self-handicapping can be divided into three categories, that are behavioral self-handicapping, claimed self-handicapping and other-enhancement strategy, but what are the mechanisms, antecedent variables and consequences underlying the three categories is little known. Since the self-handicapping paradigm was established, many researchers have been exploring situational variables and personal variables which may influence self-handicapping, such as the task quality, evaluativeness, gender, self-esteem, attributional style etc, but the study of the motives of self-handicapping should emphasize the interaction of the evaluativeness and the other mediate factors, and should further explore the effect of implicit self-esteem.
Task Difficulty, Self-Handicapping and Performance: A Study of Implicit Theories of Ability  [PDF]
Vali Khalkhali
International Online Journal of Educational Sciences , 2012,
Abstract: Self-theories, or the theories people hold about their own qualities such as abilities, have important consequences for motivation and behavior. Examining self-theories could help us to understand how ability beliefs affect student performance and self-handicapping. The purpose of this study was to assess the impact of self-theories about ability and task difficulty on student performance and use of self-handicapping strategies in sport competitions. In this study, a blocked factorial design was conducted. The subjects were 30 entity and 30 incremental theorists Iranian male students who were divided into four equal sized groups. The first and third groups participated in a 540m track event with a 180-second time limit. The second and forth groups participated in a similar race with a 120-second time limit. After racing, all subjects completed a self-handicapping questionnaire and their performance also was recorded. MANOVA analyses of the resulting data showed incremental students reported fewer self-handicapping strategies for their next race as well as better performance compared with entity participants. These findings were, however, evident in the second competition. Moreover, subjects who participated in the first race, regardless of ability beliefs, did not show significant difference between self-handicapping strategies and performance. The findings highlight that ability beliefs can affect the students’ performance and degree of effort; this emerges when fail probability is high. 2012 IOJES. All rights reserved
Pessimism, Reflective Planning, Self-Handicapping, Health Behaviors and Depressed Mood in Taiwanese Young Adults  [PDF]
Wan-Lan Chen, Ke-Ni Kao
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.913158
Abstract: Extensive research supports that pessimism leads to negative effects on health and emotions. However, there is also evidence indicating that some forms of pessimism may be adaptive for adjustment. The present study investigates the effects of pessimistic trait, reflective planning and self-handicapping on individuals’ health behavior and depressive mood. The samples comprised 322 Taiwanese young adults. Structural equation modeling analyses indicated that pessimists adopting reflective planning as coping were more likely to engage in health-promoting behaviors and report lower depressed mood. In contrast, pessimists adopting self-handicapping as coping were tended to engage in fewer health behaviors and report higher depressed mood. These data are interpreted as evidence that pessimism has the potential for leading to use either reflective planning or self-handicapping as coping strategies, and that the two strategies are related to different behavioral and psychological consequences. Richer understanding of the interactive effects of pessimism and coping strategies on health-related outcomes requires more objective measurement and longitudinal research design.
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