Relationship between Core Self-Evaluation and Academic Self-Handicapping by Mediation of Academic Emotions: Structural Equation Modeling

Document Type : Research Paper

Authors

1 Ph.D. Student, Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University

2 PhD, Associate Professor, Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University

3 PhD, Professor, Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University

Abstract

The aim of present study was to investigate the relationship between core self-evaluation and academic self-handicapping through mediating of academic emotions.The research was conducted with a correlational method and structural equation modeling.The study population consisted of first year undergraduate students of Shiraz University in the academic year of 2019-2020. Using, multistage cluster sampling 315 subjects were selected.The research instruments were core self-evaluation scale by Judge et al, Pekrun et al academic emotions questionnaire and self-handicapping scale by Schwinger and Stiensmeier-Pelster. Data were analyzed by  structural equation modeling. Results indicated direct effects of core self-evaluation on academic self-handicapping, core self-evaluation on academic emotions and academic emotions on academic self-handicapping (P=0/05). In addition, core self-evaluation predicted academic self-handicapping indirectly and through academic emotions. Consequently, improving self-esteem, self-efficacy and internal locus of control is  central to self-value and provides the basis for experiencing more positive emotions such as hope and pride, which reduces the tendency to use the strategy of academic self-handicapping.

Keywords

References

منابع
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Journal of Modern Psychological Researches
Volume 16, Issue 62 - Serial Number 62
September 2021
Pages 192-208

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  • Receive Date: 09 July 2020
  • Revise Date: 27 August 2020
  • Accept Date: 31 August 2020

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