THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS

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KAZEMI YAHYA; NIKMANESH ZAHRA; KHOSRAVI MASOMEH; HASSANZADEH ZAHRA

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Journal: International Journal of School Health Year:2018 | Volume:5 | Issue:1 Page(s): 0-0

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Title

THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS

Author(s)

KAZEMI YAHYA | NIKMANESH ZAHRA | KHOSRAVI MASOMEH | HASSANZADEH ZAHRA | Issue Writer Certificate

Keywords

ATTRIBUTIONAL STYLES

SELF-ESTEEM

SELF-HANDICAPPING

STUDENT

Abstract

Background: SELF-ESTEEM, ATTRIBUTIONAL STYLES, and SELF-HANDICAPPING play key roles in STUDENTs’ individual and social performances.Through determining interactional relations among these factors, parents and schools can plan for improving STUDENTs ‘performances.Objectives: Hence, this study aimed to investigate the relationship of SELF-ESTEEM and ATTRIBUTIONAL STYLES with SELF-HANDICAPPING among primary school STUDENTs.Methods: The statistical population of this study comprised of 3rd to 5th grades of primary school STUDENTs in Zahedan, during the 2015 - 2016 academic year. The research sample consisted of 365 primary STUDENTs (154 boys and 211 girls) aged 9 to 11 years old who were selected using the random cluster sampling method. The research measurement tools were the Seligman et al. Children’s attributional style questionnaire, the rosenberg SELF-ESTEEM scale, and the Midgley et al. SELF-HANDICAPPING scale. The statistical analyses were performed via SPSS16 using both descriptive and inferential statistics including the correlation test and the Inter regression analysis.Results: The descriptive results indicated that the means of the pessimistic (9.15), optimistic (9.39) attribution styles, and SELF-HANDICAPPING (7.11) among the STUDENTs were lower than the nominal mean of the questionnaires, however, the mean of SELF-ESTEEM (31.20) was higher than the nominal mean score. Furthermore, results showed that SELF-HANDICAPPING was significantly and positively related to the pessimistic attribution style and it was significantly and negatively correlated with SELF-ESTEEM. In addition, the results of the regression analysis showed that SELF-HANDICAPPING was a negative predictor of SELF-ESTEEM (P£0.001) and was a positive predictor of the pessimistic attributional style (P=0.03).Conclusions: Therefore, given the obtained results, STUDENTswhohad high SELF-ESTEEM experienced low levels of SELF-HANDICAPPING.Moreover, STUDENTs who applied the optimistic attributional style had high academic achievement and low SELF-HANDICAPPING. In this regard, methods aimed at improving SELF-ESTEEM and the optimistic attributional style can be used to promote STUDENTs’ educational statuses.

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APA: Copy

KAZEMI, YAHYA, NIKMANESH, ZAHRA, KHOSRAVI, MASOMEH, & HASSANZADEH, ZAHRA. (2018). THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS. INTERNATIONAL JOURNAL OF SCHOOL HEALTH, 5(1), 0-0. SID. https://sid.ir/paper/348870/en

Vancouver: Copy

KAZEMI YAHYA, NIKMANESH ZAHRA, KHOSRAVI MASOMEH, HASSANZADEH ZAHRA. THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS. INTERNATIONAL JOURNAL OF SCHOOL HEALTH[Internet]. 2018;5(1):0-0. Available from: https://sid.ir/paper/348870/en

IEEE: Copy

YAHYA KAZEMI, ZAHRA NIKMANESH, MASOMEH KHOSRAVI, and ZAHRA HASSANZADEH, “THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS,” INTERNATIONAL JOURNAL OF SCHOOL HEALTH, vol. 5, no. 1, pp. 0–0, 2018, [Online]. Available: https://sid.ir/paper/348870/en

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