Sex Differences in Academic Self-Handicapping: The Role of Achievement Goal Orientations

Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Objectives This study examined the role of achievement goals in moderating the relationship between sex and academic self-handicapping.
Methods In our correlational research, 320 university students (154 men and 166 women) were selected by multistage cluster random sampling method. They completed the Academic Self-Handicapping Scale (ASHS) and the Achievement Goal Questionnaire-Revised (AGQ-R). Based on the suggestion logic (baron & Kenny, 1986), the model of moderation among sex, achievement goals, and academic self-handicapping was examined by regression analysis.
Results According to hierarchical regression model results, male students compared to their female classmates reported higher levels of academic self-handicapping. Results also indicate a negative significant relationship between mastery-approach and mastery avoidance and positive significant relationship between performance-approach and performance-avoidance. Non-significant sex × achievement goals interactions were found in the relationship between sex and academic self-handicapping.
Conclusion In sum, achievement goals do not moderate the association between sex and academic self-handicapping
Language:
Persian
Published:
Contemporary psychology, Volume:12 Issue: 2, 2017
Pages:
128 to 140
https://magiran.com/p1908986  
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