Relationship between self-handicapping and academic buoyancy among final year students in secondary schools
The study examined the relationship between self-handicapping and academic buoyancy among final year students in secondary schools in Nsukka education zone of Enugu State of Nigeria. This study adopted the cross-sectional survey research design. Through multistage sampling technique, 120 final year students were selected. The questionnaires, such as Academic Buoyancy Scale (ABS) and Self-handicapping Scale were used to collect data. The internal validity of self-handicapping and academic buoyancy scales were ascertained using the Bartlett’s tests for Sphericity and it was reported to be highly significant (p< 0.05). The internal consistency of the questionnaires was ensured by using the Cronbach's alpha and a value of 0.844 and 0.867 was reported for the self-handicapping and academic buoyancy scales respectively. The quantitative data from questionnaires was analyzed using both descriptive and inferential statistics. The results showed that there was low negative insignificant relationship between the two variables (Beta=-.105; R=-.105; p < .253), indicating that high level self-handicapping is negatively associated with academic buoyancy among final year students in secondary schools. The study recommends that student counselors should develop structured and comprehensive cognitive behavioral therapy sessions to enhance the self-handicapping of final year students in secondary schools.
Berglas, S., Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36 (4), 405–417. doi: http://doi.org/10.1037/0022-35184.108.40.2065
Chen, L. H., Wu, C.-H., Kee, Y. H., Lin, M.-S., Shui, S.-H. (2009). Fear of failure, 2×2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education. Contemporary Educational Psychology, 34 (4), 298–305. doi: http://doi.org/10.1016/j.cedpsych.2009.06.006
Martin, A. J., Colmar, S. H., Davey, L. A., Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80 (3), 473–496. doi: http://doi.org/10.1348/000709910x486376
Martin, A. J., Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83. doi: http://doi.org/10.1016/j.jsp.2007.01.002
Datu, J. A. D., Yang, W. (2019). Academic buoyancy, academic motivation, and academic achievement among filipino high school students. Current Psychology, 40 (8), 3958–3965. doi: http://doi.org/10.1007/s12144-019-00358-y
Martin, A. J., Yu, K., Ginns, P., Papworth, B. (2016). Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, 37 (8), 930–946. doi: http://doi.org/10.1080/01443410.2016.1202904
Collie, R. J., Martin, A. J., Malmberg, l.-E., hall, J., Ginns, P. (2015). Academic buoyancy, student’s achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85 (1), 113–130. doi: http://doi.org/10.1111/bjep.12066
Collie,R. J., Ginns, P., Martin, A. J., Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: An investigation of English-and Chinese-speaking Australian students. Educational Psychology, 37 (8), 947–964. doi: http://doi.org/10.1080/01443410.2017.1291910
Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L.-E., Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128–133. doi: http://doi.org/10.1016/j.lindif.2013.06.006
Martin, A. J., Marsh, H. W. (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35 (3), 353–370. doi: http://doi.org/10.1080/03054980902934639
Barutçu Yıldırım, F., Demir, A. (2019). Self-Handicapping Among University Students: The Role of Procrastination, Test Anxiety, Self-Esteem, and Self-Compassion. Psychological Reports, 123 (3), 825–843. doi: http://doi.org/10.1177/0033294118825099
Barzegar, K., Khezri, H. (2012). Predicting academic cheating among the fifth grade students: The role of self-efficacy and academic self-handicapping. Journal of Life Science and Biomedicine, 2 (1), 1–6.
Fadhli, M., Sudirman, S. A., Kılınçer, H. (2021). An Investigation into the Self-Handicapping Behaviors in Terms of Academic Procrastination. International Journal of Islamic Educational Psychology, 2 (2), 191–202. doi: http://doi.org/10.18196/ijiep.v2i2.13145
Pulford, B. D., Johnson, A., Awaida, M. (2005). A cross-cultural study of predictors of self-handicapping in university students. Personality and Individual Differences, 39 (4), 727–737. doi: http://doi.org/10.1016/j.paid.2005.02.008
Finn, J. D., Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82 (2), 221–234. doi: http://doi.org/10.1037/0021-9010.82.2.221
Miller, S., Connolly, P., Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239–248. doi: http://doi.org/10.1016/j.ijer.2013.05.004
Zuckerman, M., Kieffer, S. C., Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74 (6), 1619–1628. doi: http://doi.org/10.1037/0022-35220.127.116.119
Kazemi, Y., Nikmanesh, Z., Khosravi, M. (2015). Role of self-handicapping on prediction of the quality of life in primary students. Practices in Clinical Psychology, 3 (1), 61–68.
Chorba, K.,Was, C. A., Isaacson, R. M. (2012). Individual differences in academic identity and self-handicapping in undergraduate college students. Individual Differences Research, 10 (2), 60–68.
Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 60 (5), 711–725. doi: http://doi.org/10.1037/0022-3518.104.22.1681
Akça, F. (2012). An Investigation into the Self-handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success. Journal of Education and Learning, 1 (2), 288–296. doi: http://doi.org/10.5539/jel.v1n2p288
Elliot, A. J., Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71 (3), 369–396. doi: http://doi.org/10.1111/1467-6494.7103005
McCrea, S. M., Hirt, E. R. (2001). The role of ability judgments in self-handicapping. Personality and Social Psychology Bulletin, 27 (10), 1378–1389. doi: http://doi.org/10.1177/01461672012710013
Ozgungor, S. (2008). Relationship between university students’ cheating behaviours and their perceptions of teacher and student characteristics. Education and Science, 33 (149), 68–79.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without Adhd, and academic buoyancy itself. British Journal of Educational Psychology, 84, 86–107. doi: http://doi.org/10.1111/bjep.12007
Putwain, D. W., Connors, L., Symes, W., Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 25 (3), 349–358. doi: http://doi.org/10.1080/10615806.2011.582459
Putwain, D. W., Daly, A. L., Chamberlain, S., Sadreddini, S. (2015). Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology, 85, 247–263. doi: http://doi.org/10.1111/bjep.12068
Colmar, S., Liem, G. A. D.,Connor, J., Martin, A. J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: A study of mathematics and reading among primary school students. Educational Psychology, 39, 1068–1089. doi: http://doi.org/10.1080/01443410.2019.1617409
Bahrami, F. (2017). The relationship between cognitive emotion regulation and academic buoyancy with the role of mediating self-handicapping in students. Iranian journal of educational Sociology, 1 (6), 114–124.
Putwain, D. W., Daly, A. l. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157–162. doi: http://doi.org/10.1016/j.lindif.2013.07.010
Martin, A. J., Nejad, H. G., Colmar, S., Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105 (3), 728–746. doi: http://doi.org/10.1037/a0032794
Schwinger, M., Wirthwein, L., Lemmer, G., Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106 (3), 744–761. doi: http://doi.org/10.1037/a0035832
Phan, H. P., Ngu, B. H. (2014). An empirical analysis of students’ learning and achievements: A motivational approach. Educational Journal, 3 (4), 203–216. doi: http://doi.org/10.11648/j.edu.20140304.11
Ghaseminik, S. (2015). Predict psychological well -being based on fear of success and self -maladaptation in education students. Shiraz University.
Ferradás, M. M., Freire, C., Valle, A., Núñez, J. C. (2016). Academic goals and selfhandicapping strategies in university students. Spanish Journal of Psychology, 19, 1–9. doi: http://doi.org/10.1017/sjp.2016.25
Hirvonen, R., Putwain, D. W., Määttä, S., Ahonen, T., Kiuru, N. (2020). The role of academic buoyancy and emotions in students’ learning related expectations and behaviours in primary school. British Journal of Educational Psychology, 90 (4), 948–963. doi: http://doi.org/10.1111/bjep.12336
Putwain, D. W. (2019). An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance. European Journal of Psychology of Education, 34, 341–358. doi: http://doi.org/10.1007/s10212-018-0383-z
Stephens, K. H. (2019). Academic resilience, academic buoyancy and the motivation and engagement scale: a construct validity approach. University of Tasmania.
Martin, A. J., Marsh, H. W. (2020). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 44 (4), 301–312. doi: http://doi.org/10.1177/0165025419885027
Alodat, A. M., Abu Ghazal, M. M., Al-Hamouri, F. A. (2020). Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model. International Journal of Educational Psychology, 9 (2), 195–222. doi: http://doi.org/10.17583/ijep.2020.4426
Jia, J., Wang, L. L., Xu, J. B., Lin, X. H., Zhang, B., Jiang, Q. (2021). Self-Handicapping in Chinese Medical Students During the COVID-19 Pandemic: The Role of Academic Anxiety, Procrastination and Hardiness. Frontiers in psychology, 12. doi: http://doi.org/10.3389/fpsyg.2021.741821
Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Vols. 1-0. Thousand Oaks: Sage Publications. doi: http://doi.org/10.4135/9781412963947
Jones, E. E., Rhodewalt, F. (1982). The Self-Handicapping Scale. Princeton: Princeton University. doi: http://doi.org/10.4135/9781412963947
Martin, A. J., Marsh, H. W. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education, 49 (3), 320–334. doi: http://doi.org/10.1177/000494410504900308
Copyright (c) 2022 Peter J. O. Aloka, Osita V. Ossai, Amos N. Amedu
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.