ACADEMIC SELF-HANDICAPPING IN ADOLESCENCE: THE ROLE OF PERSONAL AND PERCEIVED CONTEXTUAL FACTORS

The  present study aimed to investigate academic self-handicapping in secondary school students. A number of personal factors (achievement goal orientations, self-efficacy, self-esteem, strategy use and prior achievement) as well as students’ perceptions of contextual factors (perceived classroom and parent goals, teacher-student relationship) were tested as potential predictors of academic self-handicapping. A total of 392 7 th and 9 th graders were asked to complete a set of self-report questionnaires measuring all the above variables adjusted for mathematics. Path analysis indicated that (a) self-efficacy beliefs for mathematics was a negative predictor of academic-self-handicapping, (b) mastery goals negatively predicted self-handicapping via self-efficacy beliefs and (c) perceived teacher-student relationship and  parent mastery goals were protective factors for academic self-handicapping via student mastery goals and self-efficacy beliefs. Findings are discussed in light of current theory and evidence, whereas educational implications and limitations are pointed out.