Fariba Tabe Bordbar, Ahmad Rastegar,
Volume 15, Issue 0 (11-2015)
Abstract
Introduction: Identifying factors affecting academic self-handicapping as a psychological harm and a strategy to justify probable academic failure in the future has undesirable educational consequences. Thus, the purpose of this study was to provide a model to predict academic self-handicapping on the basis of personality traits and achievement goals. Methods: This descriptive-correlational study was performed on 258 students of nursing school in Shiraz University of Medical Sciences in 2014. Participants were selected through stratified sampling. The subjects answered to a self-report questionnaire measuring achievement goals, personality traits, and academic self-handicapping. Data were analyzed using path analysis in LISREL software. Results: Findings showed that indirect effects of extroversion, task-orientation, agreeableness and openness to experience on academic self-handicapping were all significant at -0.08, -0.11, and -0.07 respectively (p<0.01). Also, the indirect effect of agreeableness on academic self-handicapping was 0.03 and significant (p<0.05). The indirect effect of neurosis on academic self-handicapping, unlike other personality traits, was positive (0.10) and significant (p<0.01). Based on findings, RMSEA equaled 0.06, CFI equaled 0.98, GFI equaled 0.99, AGFA equaled 0.94, and x2/df ratio equaled 2.68 which all indicate a good-fitting model. Conclusion: The results showed that implementation of personality measures in educational settings and deeper understanding of the inner characteristics of learners might keep them away from exposure to psychological harms such as academic self-handicapping.
Abolfazl Farid,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: The aim of this study was to determine the role of individual motivational factors on cheating among pharmacy students. Hence, the role of academic self-handicapping, disruptive behavior and perception of classroom goal structure in academic cheating was assessed.
Methods: This study was a descriptive correlational study. Statistical population included all 900 pharmacy students at Tabriz University of Medical Sciences, of whom 340 students were selected by stratified random sampling. The data collection tool was Midgley et al. (2000) 31-item questionnaire for measuring self-handicapping, disruptive behavior and perception of classroom goal structure (mastery-orientation, performance-orientation and performance-avoidance). Variables Measurement scales were interval and collected data were analyzed by means of descriptive statistics and stepwise multivariate regression analysis.
Results: The correlation of the variables disruptive behaviors, self-handicapping, perception of classroom performance-orientation, performance-avoidance and mastery-orientation with academic cheating were: 0.61, 0.43, -0.176, 0.135, -0.066 respectively (p≤0.05). Results of regression analysis showed that these five predictor variables could explain 0.37 of the variance of academic cheating in pharmacy students (p≤0.05).
Conclusion: If the teaching method or class administration is in a way that the student perceives the classroom structure as performance-oriented or performance avoidant, the probability of academic cheating will be increased. Also, if a student shows disruptive behavior in class or uses self-handicapping strategy, it is highly probable that he or she will cheat on exams.
