Prediction of self-handicapping based on metacognition: Mediational effect of general self-efficacy

Self-handicapping makes a lot of personal and social loss for learners and educational system. Thus, many researchers have been studying ways to prevent learners’ self-handicapping. The purpose of this study was to examine the relationship between university students’ metacognition and self-handicapping, as well as the mediating effect of students’ general self-efficacy on this relation. The participants were 336 (189 women and 147 men) students from Shiraz University selected by random multistage cluster sampling method. The participants completed three measures: General Self-efficacy Scale (Schwarzer, 1992), Metacognitive Awareness Inventory Scale (Schraw & Dennisson, 1994), and Self-handicapping Scale (Jones & Rhodewalt, 1982). Cronbach’s alpha coefficient was used for examining the reliability of the scales. To determine the validity, internal consistency and item analysis were applied. The findings showed the reliability and validity of all instruments were at satisfactory level. The results indicated that the model had a good fitness with the data. Metacognition could predict self-handicapping in a direct mannar. Moreover, general self-efficacy had a mediating role in relationship between metacognition and self-handicapping. The mediating role of general self-efficacy applying Bootstrap was significant.