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<p>Academic self-handicapping is a maladaptive strategy in which students reduce effort or create obstacles to protect their self-image, ultimately undermining both academic performance and overall academic well-being. The present study aimed to investigate the antecedents and consequences of academic self-handicapping among university students. A correlational research design was employed, with a sample of 322 students (154 females, 166 males) selected through multi-stage cluster random sampling. Participants completed the Academic Self-Handicapping Measure (S-HM), the Fear of Negative Evaluation Scale (FNES-B), the Achievement Goal Questionnaire–Revised (AGQ-R), the Work Avoidance Questionnaire, the Achievement Emotions Questionnaire (AEQ), the Schoolwork Engagement Inventory (EDA), and the School Burnout Inventory (SBI). Data were analyzed using structural equation modeling (SEM). The results indicated that the proposed models—predicting positive academic well-being indicators (energy and fascination) and negative indicators (exhaustion and cynicism) through fear of negative evaluation, achievement goals, academic self-handicapping, and positive (hope and enjoyment) and negative (shame and anxiety) achievement emotions—demonstrated acceptable fit indices. Findings suggest that integrating self-worth theory with the hierarchical model of achievement motivation provides an effective framework for predicting academic self-handicapping among Iranian university students.</p>

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The structural model of antecedents and consequences of academic self-handicapping in students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月30日

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  • Elahe Goodarznaseri,
  • Saman Kamari Songhorabadi,
  • Omid Shokri

摘要

Academic self-handicapping is a maladaptive strategy in which students reduce effort or create obstacles to protect their self-image, ultimately undermining both academic performance and overall academic well-being. The present study aimed to investigate the antecedents and consequences of academic self-handicapping among university students. A correlational research design was employed, with a sample of 322 students (154 females, 166 males) selected through multi-stage cluster random sampling. Participants completed the Academic Self-Handicapping Measure (S-HM), the Fear of Negative Evaluation Scale (FNES-B), the Achievement Goal Questionnaire–Revised (AGQ-R), the Work Avoidance Questionnaire, the Achievement Emotions Questionnaire (AEQ), the Schoolwork Engagement Inventory (EDA), and the School Burnout Inventory (SBI). Data were analyzed using structural equation modeling (SEM). The results indicated that the proposed models—predicting positive academic well-being indicators (energy and fascination) and negative indicators (exhaustion and cynicism) through fear of negative evaluation, achievement goals, academic self-handicapping, and positive (hope and enjoyment) and negative (shame and anxiety) achievement emotions—demonstrated acceptable fit indices. Findings suggest that integrating self-worth theory with the hierarchical model of achievement motivation provides an effective framework for predicting academic self-handicapping among Iranian university students.