ACADEMIC SELF-HANDICAPPING IN ADOLESCENCE: THE ROLE OF PERSONAL AND PERCEIVED CONTEXTUAL FACTORS

Glykeria Chatzikyriakou, Εleftheria Gonida & Grigoris Kiosseoglou
The present study aimed to investigate academic self-handicapping in secondary school students. A number of personal factors (achievement goal orientations, self-efficacy, self-esteem, strategy use and prior achievement) as well as students’ perceptions of contextual factors (perceived classroom and parent goals, teacher-student relationship) were tested as potential predictors of academic self-handicapping. A total of 392 7th and 9th graders were asked to complete a set of self-report questionnaires measuring all the above variables adjusted for mathematics....
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