SHAALA-22: Construction and Validation of the New Academic Self-Handicapping Scale
| Autor: | Aleksandar S. Milovanović, Andrej Đ. Bjelogrlić, Aleksandar I. Jovičić |
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| Jazyk: | English<br />French<br />Russian<br />Serbian |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Inovacije u Nastavi, Vol 37, Iss 2, Pp 1-18 (2024) |
| Druh dokumentu: | article |
| ISSN: | 0352-2334 2335-0806 |
| DOI: | 10.5937/inovacije2402001M |
| Popis: | The aim of this study was to construct and validate a new instrument for assessing Academic Self-Handicapping. The instrument consists of 22 items. A total of 251 participants, consisting of high-schoolers and university students, participated in the study. The results confirm sound psychometric properties and the validity of the scale. Exploratory factor analysis identified one component that explains 28% of the total variance. Convergent and discriminant validity was tested through correlation analyses with the subscales of the instruments HEXACO-60, Self-Liking/Self-Competence scale, and Self-Handicapping Questionnaire. Academic Self-Handicapping was strongly negatively correlated with Conscientiousness, dimensions of Self-Esteem, Extraversion and Honesty, positively related with Emotionality and four Self-Handicapping strategies. In the paper we discuss potential understanding of Academic Self-Handicapping as the manifestation of depression in academic context and that the root cause of these behaviors lies in the achievement-oriented school system. We conclude that our instrument can be used to assess the Academic Self-Handicapping of students and can serve as a useful tool for understanding the psychological systems of students. |
| Databáze: | Directory of Open Access Journals |
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