The Relations of Academic Resiliency and Cognitive Appraisal to Academic Self-Handicapping: The Mediating Role of Achievement Emotions

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Laki Davod; SHOKRI OMID; Sepahmansuor Mozhgan; EBRAHIMI SARA

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Paper Information

Journal: DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS) Year:2018 | Volume:14 | Issue:55 Page(s): 329-341

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Information Journal Paper

Title

The Relations of Academic Resiliency and Cognitive Appraisal to Academic Self-Handicapping: The Mediating Role of Achievement Emotions

Author(s)

Laki Davod | SHOKRI OMID | Sepahmansuor Mozhgan | EBRAHIMI SARA | Issue Writer Certificate

Keywords

academic resiliencyQ1

cognitive appraisalsQ1

achievement emotionsQ1

academic self-handicappingQ2

Abstract

this study aimed to examine the mediating role of the achievement emotions in the relationship between academic resiliency and cognitive appraisal, and academic self-handicapping among university students. Three hundred students (128 males, 172 females) were selected using convenience sampling. The participants completed the Academic Resilience Scale (ARS; Martin, & Marsh, 2006), the Stress Appraisal Measure-Revised (SAM-R; Rowley, Roesch, Jurica, & Vaughn, 2005), the Academic Achievement Questionnaire-Revised (AAQ-R; Pekrun, Goetz, & Perry, 2005). and the academic self-handicapping Scale (ASS; Midgley, Arunkumar, & Urdan, 1996). The structural equation modeling was used to examine mediating role of achievement emotions in the relationship between academic resiliency and cognitive appraisal processes and academic self-handicapping. The results indicated that the partially mediated model of achievement emotions in the relationship between academic resiliency and cognitive appraisals and academic self-handicapping had good fit to the data. In the hypothesized model, all of the regression weights were statistically significant. academic resiliency, cognitive appraisals, and positive and negative emotions accounted for 59 of the variance in academic self-handicapping.

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APA: Copy

Laki, Davod, SHOKRI, OMID, Sepahmansuor, Mozhgan, & EBRAHIMI, SARA. (2018). The Relations of Academic Resiliency and Cognitive Appraisal to Academic Self-Handicapping: The Mediating Role of Achievement Emotions. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), 14(55 ), 329-341. SID. https://sid.ir/paper/101504/en

Vancouver: Copy

Laki Davod, SHOKRI OMID, Sepahmansuor Mozhgan, EBRAHIMI SARA. The Relations of Academic Resiliency and Cognitive Appraisal to Academic Self-Handicapping: The Mediating Role of Achievement Emotions. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)[Internet]. 2018;14(55 ):329-341. Available from: https://sid.ir/paper/101504/en

IEEE: Copy

Davod Laki, OMID SHOKRI, Mozhgan Sepahmansuor, and SARA EBRAHIMI, “The Relations of Academic Resiliency and Cognitive Appraisal to Academic Self-Handicapping: The Mediating Role of Achievement Emotions,” DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), vol. 14, no. 55 , pp. 329–341, 2018, [Online]. Available: https://sid.ir/paper/101504/en

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