العنوان باللغة العربية
الإسهام النسبي للتسويف الأكاديمي واحترام الذات والتعاطف مع الذات وتوجهات أهداف الإنجاز في التنبؤ بالتعويق الذاتي الأكاديمي لدى طلبة الجامعة
Abstract
Abstract: This study aimed to investigate the factors that contribute to academic self-handicapping among students of the College of Basic Education in the State of Kuwait. To achieve this goal, academic self-handicapping, academic procrastination, self-esteem, self-compassion, and achievement goal orientation scales were applied to an available sample of 413 students enrolled in the College of Basic Education in the State of Kuwait. The results of stepwise regression analysis revealed that academic procrastination, self-compassion, avoidance goal orientation, self-esteem, and mastery goal orientation contribute to academic self-handicapping, while performance goal orientation did not show contribute to academic self-handicapping, and academic procrastination was the strongest predictor of academic self-disruption. The study recommends conducting more studies to investigate the contribution of performance orientation to academic self-handicapping.
Keywords
academic self-handicapping, academic procrastination, goal orientation, self-compassion, self-esteem
الكلمات المفتاحية
التسويف الأكاديمي; التعاطف مع الذات; التعويق الذاتي الأكاديمي; احترام الذات; أهداف توجه الانجاز
Article Type
Article
First Page
141
Last Page
156
Publication Date
3-31-2023
Recommended Citation
Ghablan, M, & Alanezi, S (2023). Factors Contribution to Academic Self-handicapping in University Students: Procrastination, Self-esteem, Self-compassion, and Achievement Goal Orientation. Journal of Educational and Psychological Studies, 17(2), 141-156. https://doi.org/10.53543/jeps.vol17iss2pp141-156