EXPLANATION OF ACADEMIC SELF-HANDICAPPING BASED ON EFFECTIVE FACTORS: EXAMINATION OF A COMPREHENSIVE CONCEPTUAL MODEL

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SAYYEDSALEHI M.; FARROKHI N.

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Journal: Research in School and Virtual Learnin Year:2017 | Volume:4 | Issue:4 (16) Page(s): 9-22

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Title

EXPLANATION OF ACADEMIC SELF-HANDICAPPING BASED ON EFFECTIVE FACTORS: EXAMINATION OF A COMPREHENSIVE CONCEPTUAL MODEL

Author(s)

SAYYEDSALEHI M. | FARROKHI N. | Issue Writer Certificate

Keywords

ACADEMIC MOTIVATIONQ1

ACADEMIC PERFORMANCEQ2

ACADEMIC SELF-HANDICAPPINGQ1

PERFECTIONISMQ2

PERSONALITY TRAITSQ2

SELF-EFFICACYQ2

SELF-ESTEEMQ2

Abstract

This research was conducted to determine the causal relationships of variables that have most effect on ACADEMIC SELF-HANDICAPPING in the university students of Tehran. The population was the university students of Tehran that 520 people were selected as a sample from the universities of Allameh Tabataba’ i, Tehran, south branch of Payam-e-Noor & Islamic Azad through voluntary sampling. The research tools was include the short form of NEO Personality inventory, PERFECTIONISM Multidimensional Questionnaire, General SELF-EFFICACY Questionnaire, classroom motivational scale, ACADEMIC SELF-HANDICAPPING Questionnaire, SELF-ESTEEM Questionnaire. The data were analyzed using structural equations modeling. The findings provided a robust support for the hypothesized structural relationships and show that PERSONALITY TRAITS, PERFECTIONISM, SELF-ESTEEM, ACADEMIC PERFORMANCE and ACADEMIC MOTIVATION could directly affect ACADEMIC SELF-HANDICAPPING and SELF-EFFICACY could indirectly affect ACADEMIC SELF-HANDICAPPING with the mediating effects of ACADEMIC PERFORMANCE. Also PERSONALITY TRAITS and PERFECTIONISM could indirectly affect ACADEMIC SELF-HANDICAPPING with the mediating effects of ACADEMIC PERFORMANCE and ACADEMIC MOTIVATION. With the increase in neuroticism and by reducing the openness experience, ACADEMIC SELF-HANDICAPPING will probably emerge and also high level of SELF-ESTEEM, SELF-EFFICACY and ACADEMIC MOTIVATION Will lead to lower levels of ACADEMIC SELF-HANDICAPPING but high level of PERFECTIONISM and ACADEMIC PERFORMANCE Increases the ACADEMIC SELF-HANDICAPPING behaviors.

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APA: Copy

SAYYEDSALEHI, M., & FARROKHI, N.. (2017). EXPLANATION OF ACADEMIC SELF-HANDICAPPING BASED ON EFFECTIVE FACTORS: EXAMINATION OF A COMPREHENSIVE CONCEPTUAL MODEL. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, 4(4 (16) ), 9-22. SID. https://sid.ir/paper/262975/en

Vancouver: Copy

SAYYEDSALEHI M., FARROKHI N.. EXPLANATION OF ACADEMIC SELF-HANDICAPPING BASED ON EFFECTIVE FACTORS: EXAMINATION OF A COMPREHENSIVE CONCEPTUAL MODEL. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING[Internet]. 2017;4(4 (16) ):9-22. Available from: https://sid.ir/paper/262975/en

IEEE: Copy

M. SAYYEDSALEHI, and N. FARROKHI, “EXPLANATION OF ACADEMIC SELF-HANDICAPPING BASED ON EFFECTIVE FACTORS: EXAMINATION OF A COMPREHENSIVE CONCEPTUAL MODEL,” JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, vol. 4, no. 4 (16) , pp. 9–22, 2017, [Online]. Available: https://sid.ir/paper/262975/en

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