The Predictive Ability of Self-handicapping on Academic Procrastination Among Al- Al Bayt University students
DOI:
https://doi.org/10.33977/1182-014-043-014Keywords:
Predictive ability, Self-Handicapping, scademic procrastination, Al al-Bayt University studentsAbstract
Objectives: The study aimed to reveal the predictive ability of self-disability to academic procrastination, in light of the variables of gender, academic specialization, and academic level.
Methods: The study sample consisted of 341 students from Al al-Bayt University. The self-handicapping and academic procrastination scales were used. The results of the study showed a moderate level of self-handicapping, and the field of Timely engagement-approach was the most prevalent, while the field of procrastination-Approach was the least prevalent.
Results: The results showed that there were significant differences in the dimension of academic procrastination, Timely engagemen- avoidence due to the variable of sex, and it was higher in males. There are significant differences in the academic procrastination dimension, Timely engagemen- avoidence due to the variable of academic level, and it was higher for first and second year students. Finally, the results showed that there is a predictive ability of self-handicap in the dimensions of academic procrastination.
Conclusions: The study recommended working to reduce the self-handicapping of university students through the development of counseling programs within universities to avoid self-handicapping of students during their studies.
References
المصادر والمراجع باللغة العربية
الصياح، أ. (2018). إعاقة الذات وعلاقتها بالكفاءة الذاتية لدى طلبة جامعة اليرموك. رسالة ماجستير غير منشورة، أربد، الأردن.
زغيبي، م. (2020). التسويف الأكاديمي لدى طلبة التخصص الأكاديمي الجامعية بحقل وعلاقته ببعض المتغيرات. المجلة العربية للآداب والدراسات الإنسانية، 4(14)، 196-161.
العبد، ه. ومحمد، ح. وطه، ر. (2021). الخصائص السيكومترية لمقياس التسويف الأكاديمي لدى طلاب الجامعة .مجلة الإرشاد النفسي، 65، 352-329.
عبيد، إ. (2019). التسويف الأكاديمي لدى طلبة الجامعة. مجلة رود للتربية والعلوم الاجتماعية، 6(3)، 277-259.
المعلا، ن. والعظامات، ع. (2021). القدرة التنبؤية للتشوهات المعرفية بإعاقة الذات لدى طلبة جامعة آل البيت. مجلة دراسات في التعليم العالي، 19، 52-24.
References
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),288-297.
Al-Abd, H., Muhammad, H. & Taha, R. (2021). Psychometric characteristics of academic procrastination among University Students. (in Arabic), Journal of Psychological Counseling, 65, 352-329.
Al-Mualla, N & Al-Adamat, O. (2021). Cognitive distortions predictive in self-handicapping among students of (Al al-Bayt) university. (in Arabic), Journal of Studies in Higher Education, 19, 52-24.
AlQudah, M. F., Alsubhien, A. M., & Heilat, M. Q. (2014). The relationship between the academic procrastination and self-efficacy among sample of King Saud University Students. Journal of Education and Practice, 5(16), 101-111.
Al-Sayyah, A. (2018). Self-handicapping and it's Relation to Self-efficacy among Yarmouk University Students. (in Arabic), Unpublished Master's thesis, Irbid, Jordan.
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-regulatory mechanisms. In R. A.
Barutçu Yıldırım, F., & Demir, A. (2020). Self-handicapping among university students: The role of procrastination, test anxiety, self-esteem, and self-compassion. Psychological reports, 123(3), 825-843.
Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of social behavior and personality, 15(5), 3-13.
Brown, C. M., & Kimble, C. E. (2009). Personal, interpersonal, and situational influences on behavioral self-handicapping. The Journal of social psychology, 149(6), 609-626.
Chun Chu, A. H., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of active procrastination behavior on attitudes and performance. The Journal of social psychology, 145(3), 245-264.
Clarke, I. E., & MacCann, C. (2016). Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale. Personality and Individual Differences, 100, 6-11.
Dewitte, S., & Schouwenburg, H. C. (2002).Procrastination, temptations, and incentives: The struggle between the present and the future in procrastinators and the punctual. European Journal of personality,16(6), 469-489.
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.
Ferrari, J. R., & Beck, B. L. (1998). Affective responses before and after fraudulent excuses by academic procrastinators. Education, 118(4), 529-538.
Ferrari, R. (2004). Trait procrastination in academic settings: An overview of students who engage in task delay. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl & J. R. Ferrari (Eds.), Counseling the procrastinator in academic setting (pp.19-27). Washington D.C.
Funda, B.(2015). Self-handicapping among university students role of gender, self-esteem, procrastination, test anxiety, and self-compassion, unpublished PhD thesis. Graduate School of Social Sciences,Middle East Technical University.
Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time. British Journal of Educational Psychology, 81(2), 207-222.
Gupta, S. & Geetika, M. (2020). Academic Self-Handicapping Scale: Development and Validation in Indian Context. International Journal of Instruction, 13(4), 87-102.
Hendrix, K. S., & Hirt, E. R. (2006). Stressed out over possible failure: The effects of induced self-regulatory focus on claimed self-handicapping. Unpublished manuscript, Bloomington, IN.
Khan, M., Arif, H., Noor, S. & Muneer, S. (2014). Academic Procrastination among Male and Female University and College Students. FWU Journal of Social Sciences, 8(2), 65-70.
Mahasneh, A., Bataineh, O. & Al-Zoubi, Z. (2018). The relationship between academic procrastination and parenting styles among Jordanian undergraduate university students. The Open Psychology Journal, 9(1), 25-34.
Martínez, V. G., & Payró, M. P. S. (2019). Academic procrastination among students of online courses. Validation of a questionnaire. Magazine of Educational Innovation, 11(2), 122-137.
Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. The Journal of psychology, 129(2), 145-155.
Obeid, I. (2019). Academic procrastination among university students. (in Arabic), Route Educational & Social Science Journal, 6(3), 259-277.
Ozer, B. U., & Ferrari, J. R. (2011). Gender orientation and academic procrastination: Exploring Turkish high school students. Individual Differences Research, 9(1), 33-40.
Pathak, P., & Joshi, S. (2017). Psychological mindedness and procrastination among university students. The International Journal of Indian Psychology, 4(2), 1-13.
Saplavska, J., & Jerkunkova, A. (2018). Academic Procrastination and Anxiety among Students. Engineering for Rural Development, 1192-1197.
Schouwenburg, C. (2004). Procrastination in academies settings: general introduction. In H.C. Schouwenburg, C.H. Lay, T.A. Pychyl, & J.R. Ferrari (Eds.), Counseling the procrastinator in academic setting(3-17). Washington D.C.
Sirois, F.M. (2014). Procrastination and Stress: Exploring the Role of Self compassion. Self and Identity, 13 (2), 128 - 145.
Steel, P. & Klingsieck, K. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychological Society, 51(1), 36-46.
Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2013). Development and validation of a 2× 2 model of time-related academic behavior: Procrastination and timely engagement. Learning and individual differences, 25, 35-44.
Tadik, H., Akca, E, & Ucak-Azboy, Z. (2017). Perfectionism and Self-handicapping behaviors of gifted students. Journal for the Education of Gifted Young Scientists, 5(2), 83-91.
Török, L., & Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. Ceskoslovenska Psychologie, 62(2), 173-188.
Warner, S & Moore, S. (2004). Excuses, excuses: Self – handicapping in an Australian adolescent sample. Journal of Youth and Adolescence, 33(4), 271-281.
Wilson, B. (2012),Belonging to Tomorrow: An Overview of Procrastination. International Journal of Psychological Studies, 4(1) 211-217.
Xu, Z. (2016). Just Do It! Reducing Academic Procrastination of Secondary Students. Intervention in School and Clinic, 51(4), 212-219.
Živković, P. Ž. (2020). Deferment of Academic Obligations and University Students Self-Handicapping: Procrastination in an Academic Context. Uzdanica.
Zoghibi, M. (2020). Academic Procrastination among University College Students in Haqel and its Relationship to some Variables. (in Arabic), Arab Journal of Literature and Human Studies, 4(14), 161-196.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Al-Quds Open University for Educational & Psychological Research & Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The editorial board confirms its commitment to the intellectual property rights
- Researchers also have to commit to the intellectual property rights.
- The research copyrights and publication are owned by the Journal once the researcher is notified about the approval of the paper. The scientific materials published or approved for publishing in the Journal should not be republished unless a written acknowledgment is obtained by the Deanship of Scientific Research.
- Research papers should not be published or republished unless a written acknowledgement is obtained from the Deanship of Scientific Research.
- The researcher has the right to accredit the research to himself, and to place his name on all the copies, editions and volumes published.
- The author has the right to request the accreditation of the published papers to himself.
2.png)
_2.png)
