Research Article
BibTex RIS Cite

INVESTIGATION OF PSYCHOMETRIC PROPERTIES OF ACADEMIC SELF-HANDICAPPING SCALE IN UNIVERSITY STUDENTS

Year 2023, , 1285 - 1299, 30.06.2023
https://doi.org/10.30783/nevsosbilen.1295420

Abstract

References

  • Alkan, N. (2016). Psychological sense of university membership: An adaptation study of the PSSM scale for Turkish university students. The Journal of Psychology, 150(4), 431-449. http://dx.doi.org/10.1080/00223980.2015.1087373
  • Alodat, A. M., Ghazal, M. M. A., & Al-Hamouri, F. A. (2020). Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model. International Journal of Educational Psychology, 9(2), 195-222. https://doi.org/10.17583/ijep.2020.4426
  • Alaloğlu, G. (2020). Mükemmeliyetçilik, kendini sabotaj, öz-şefkat ve psikolojik iyi oluş arasındaki ilişkilerin incelenmesi (Yüksek Lisans Tezi). Maltepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-173.
  • Anlı, G. (2019). Examining the Relationship between academic self-handicapping and school attachment levels of secondary school students. International Online Journal of Educational Sciences, 11(3), 117-130
  • Anlı, G., Taş, İ., Güneş, Z., Yazgı, Z., & Sevinç, H. (2018). Akademik Kendini Engelleme Ölçeği’ni Türkçeye uyarlama çalışması. OPUS International Journal of Society Researches, 8(15), 1198-1217.https://doi.org/10.26466/opus.442691
  • Arunkumar, R., & Urdan, T. C. (1996). " If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434. https://psycnet.apa.org/doi/10.1037/0022-0663.88.3.423
  • Aydın, A., & Kahraman, N. (2020). Hemşirelik öğrencilerinde kendini sabotaj: psikolojik ihtiyaçlar ve öz-duyarlık üzerine etkisi. Cukurova Medical Journal, 45(4), 1625-1633. https://doi.org/10.17826/cumj.748170
  • Azeem, K., & Zubair, A. (2021). Role of Academic Self-Handicapping and Self-Regulated Learning Strategies in Mastery Goal Orientation among Adolescents. FWU Journal of Social Sciences, 15(2), 152-172. http://doi.org/10.51709/19951272/Summer-2/9
  • Bae, J., Yoo, H. S., & Lee, J. (2022). Identifying latent classes of self-esteem level, self-esteem stability, and internalized shame among Korean college students: Relations to self-handicapping behaviors. Personality and Individual Differences, 194, 1-6. https://doi.org/10.1016/j.paid.2022.111634
  • Baki, E. (2020). Üniversite öğrencilerinde kendini sabotaj ve karar verme stillerinin incelenmesi ve aralarındaki ilişkinin değerlendirilmesi (Yüksek Lisans Tezi). Üsküdar Üniversitesi Sosyal Bilimler Enstitüsü.
  • Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36(4), 405–417. https://doi.org/10.1037/0022-3514.36.4.405
  • Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2010). Sosyal bilimler için istatistik (6. baskı). Pegem Akademi.
  • Chatzikyriakou, G., Gonida, Ε., & Kiosseoglou, G. (2019). Academic self-handicapping in adolescence: The role of personal and perceived contextual factors. Hellenic Journal of Psychology, 16(1), 43-73. https://doi.org/10.26262/hjp.v16i1.7890
  • Cheng, S. K., & Law, M. Y. (2015). Mediating effect of self-esteem in the predictive relationship of personality and academic self-handicapping. American Journal of Applied Psychology, 4(3), 51-57. https://doi.org/10.11648/j.ajap.s.2015040301.19
  • Chorba, K., Was, C. A., & Isaacson, R. M. (2012). Individual differences in academic ıdentity and self-handicapping in undergraduate college students. Individual Differences Research, 10(2),60-68.
  • Clarke, I. E., & MacCann, C. (2016). Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale. Personality and Individual Differences, 100, 6-11. http://dx.doi.org/10.1016/j.paid.2016.03.080
  • Cocorada, E. (2011). Academic self-handicapping and their correlates in adolescence. Bulletin of the Transilvania University of Braşov,4(53), 57-64.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd edition). Lawrence Erlbaum Associates.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
  • Coudevylle, G. R., Gernigon, C., & Ginis, K. A. M. (2011). Self-esteem, self-confidence, anxiety and claimed self-handicapping: A mediational analysis. Psychology of Sport and Exercise, 12(6), 670-675. https://doi.org/10.1016/j.psychsport.2011.05.008
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press.
  • Covington, M. V., & Omelich, C. L. (1984). Task oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76, 1038–1050.
  • Çelik, Y., & Atilla, G. (2019). Üniversite öğrencilerinde kendini sabotaj, olumsuz değerlendirilme korkusu ve benlik saygisi. Kahramanmaraş Sütçü İmam Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 9(2), 177-198.
  • Çingöz, B. (2015). Üniversite öğrencilerinin kendini sabotaj düzeyleri ile spor ve farklı değişkenler arasındaki ilişkinin araştırılması (Yüksek Lisans Tezi). Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü.
  • Çokluk, Ö. (2010). Lojistik regresyon analizi: Kavram ve uygulama. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1357-1407.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Pegem Akademi.
  • De Clercq, M., Galand, B., & Frenay, M. (2017). Transition from high school to university: a person-centered approach to academic achievement. European Journal of Psychology of Education, 32(1), 39-59. https://doi.org/10.1007/s10212-016-0298-5
  • Delghandi, A., Bayanfar, F., & Talepasand, S. (2019). The prediction of students' academic self-handicapping behaviors on the basis of academic engagement, quality of school life and sense of belonging to school. Educational Psychology, 15(53), 73-92. https://doi.org/10.22054/jep.2020.40596.262
  • Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). Guilford.
  • Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self‐handicapping. Journal of Personality, 71(3), 369-396.https://doi.org/10.1111/1467-6494.7103005
  • Elliot, A. J., Cury, F., Fryer, J. W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport and Exercise Psychology, 28(3), 344-361. https://doi.org/10.1123/jsep.28.3.344
  • Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self‐handicapping. Journal of Personality, 71(3), 369-396. https://doi.org/10.1111/1467-6494.7103005
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill.
  • Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time. British Journal of Educational Psychology, 81(2), 207-222. https://doi.org/10.1348/000709910X522186
  • Gall, T. L., Evans, D. R., & Bellerose, S. (2000). Transition to First-Year University: Patterns of Change in Adjustment Across Life Domains and Time. Journal of Social and Clinical Psychology, 19(4), 544-567. https://doi.org/10.1521/jscp.2000.19.4.544
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
  • Greaven, S. H., Santor, D. A., Thompson, R., & Zuroff, D. C. (2000). Adolescent self-handicapping, depressive affect, and maternal parenting styles. Journal of Youth and Adolescence, 29(6), 631-646.
  • Greenberg, J. (1985). Unattainable goal choice as a self-handicapping strategy. Journal of Applied Social Psychology, 15(2), 140–152.
  • Gürbüz, S. (2019). AMOS ile yapısal eşitlik modellemesi. Seçkin Yayıncılık.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson.
  • Hakim, S. M. H., & Naghsh, Z. (2018). Modeling of the relationship between perfectionism and mental-health by examining the mediating role of academic perocrastination and academic self-handicapping. Journal of Applied Psychological Research, 9(3), 35-54. https://doi.org/10.22059/japr.2018.70936
  • Hendrix, K. S., & Hirt, E. R. (2009). Stressed out over possible failure: The role of regulatory fit on claimed self-handicapping. Journal of Experimental Social Psychology, 45(1), 51-59. https://doi.org/10.1016/j.jesp.2008.08.016
  • Hirt, E. R., McCrea, S. M., & Kimble, C. E. (2000). Public self-focus and sex differences in behavioral self-handicapping: Does increasing self-threat still make it “just a man’s game?”. Personality and Social Psychology Bulletin, 26(9), 1131-1141. https://psycnet.apa.org/doi/10.1177/01461672002611009
  • Hirt, E. R., & McCrea, S. M. (2009). Man smart, woman smarter? Getting to the root of gender differences in self-handicapping. Social and Personality Psychology Compass, 3, 260-274. http://dx.doi.org/10.1111/j.1751-9004.2009.00176.x
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1),53-60.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
  • Karner-Huţuleac, A. (2014). Perfectionism and self-handicapping in adult education. Procedia-Social and Behavioral Sciences, 142, 434-438. https://doi.org/10.1016/j.sbspro.2014.07.699
  • Kaya, F., & Tümkaya, S.(2017). Sınıf öğretmenliği öğrencilerinin başarı yönelimi, kendini engelleme davranışları ve demografik özelliklerinin okula yabancılaşmayı yordama düzeylerinin incelenmesi. Journal of Human Sciences, 14(1), 747-771. doi:10.14687/jhs.v14i1.4328
  • Kearns, H., Forbes, A., Gardiner, M., & Marshall, K. (2008). When a high distinction isn't good enough: A review of perfectionism and self-handicapping. The Australian Educational Researcher, 35(3), 21–36.
  • Lee, A. A., Fleck, B., & Richmond, A. S. (2021). Exploring the relations of academic self-handicapping with achievement goals among urban underrepresented minority middle school students. Educational Research: Theory and Practice, 32(2), 79-105.
  • Leondari, A., & Gonida, E. (2007). Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology, 77, 595–611. https://doi.org/10.1348/000709906X128396
  • Litvinova, A., Balarabe, M., & Mohammed, A. I. (2015). Influence of personality traits and age on academic self-handicapping among undergraduate students of Ahmadu Bello University, Zaria, Nigeria. Psychology, 6, 1995-2003.10.4236/psych.2015.615197
  • Lovejoy, C. M., & Durik, A. M. (2010). Self-handicapping: The interplay between self-set and assigned achievement goals. Motivation and Emotion, 34(3), 242-252.10.1007/s11031-010-9179-4
  • Marsh, H. W., BaHa, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
  • Martin, A. J., Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1-36. http://dx.doi.org/10.1016/S0361-476X(02)00008-5
  • Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both?. Australian Journal of Psychology, 56(3), 133-146. https://doi.org/10.1080/00049530412331283363
  • McCrea, S. M., Hirt, E. R., Hendrix, K. L., Milner, B. J., & Steele, N. L. (2008). The worker scale: Developing a measure to explain gender differences in behavioral self-handicapping. Journal of Research in Personality, 42(4), 949–970.
  • Melhem, M. A. (2022). Prediction of academic self-handicapping based on self-control among university students. Cypriot Journal of Educational Sciences, 17(1), 134-147. https://orcid.org/0000-0002-5782-2609
  • Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. The Journal of Early Adolescence, 15(4), 389-411. https://doi.org/10.1177/0272431695015004001
  • Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75. https://doi.org/10.1006/ceps.2000.1041
  • Midgley, C., Arunkumar, R., & Urdan, T. C. (1996). "If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434. https://doi.org/10.1037/0022-0663.88.3.423
  • Momeni, K., & Radmehr, F. (2018). Prediction of academic engagement based on self-efficacy and academic self-handicapping in medical students. Research in Medical Education, 10(4), 41-50. http://dx.doi.org/10.29252/rme.10.4.41
  • Orhunbilge, Neyran. (2000). Örnekleme yöntemleri ve hipotez testleri. Avcıol Basım Yayın.
  • Özgüngör, S., & Paksu, A. D. (2017). Üniversite öğrencilerinde benlik saygısı düzeyine göre akademik başarıyı yordayan değişkenler. Turkish Psychological Counseling and Guidance Journal, 7(48), 111-125.
  • Nunnally, J. C. (1978). An overview of psychological measurement. In B. B. Wolman (Ed.), Clinical diagnosis of mental disorders: A handbook (pp. 97–147). Plenum Press.
  • Oleson, K. C., Poehlmann, K. M., Yost, J. H., Lynch, M. E., & Arkin, R. M. (2000). Subjective overachievement: Individual differences in self-doubt and concern with performance. Journal of Personality, 68, 491–524.
  • Pala, Z. (2020). Ergenlerde şiddet olayları ile akademik kendini engelleme arasındaki ilişkiyi inceleme (Yüksek Lisans Tezi). İstanbul Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü.
  • Rhodewalt, F., Morf, C., Hazlett, S., & Fairfield, M. (1991). Self-handicapping: The role of discounting and augmentation in the preservation of self-esteem. Journal of Personality & Social Psychology, 61(1), 122–131.
  • Saatçı, E. (2020). Üniversite öğrencilerinde mükemmeliyetçilik, belirsizliğe tahammülsüzlük ve psikolojik dayanıklılığın kendini engelleme üzerindeki etkisi (Yüksek Lisans Tezi). Fatih Sultan Mehmet Vakıf Üniversitesi Lisansüstü Eğitim Enstitüsü.
  • Sabaz, M. (2020). Ergenlerde internet bağımlılığının akademik kendini engelleme ve psikolojik dayanıklılık üzerindeki etkisi (Yüksek Lisans Tezi). İstanbul Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü.
  • Saddiqua, M., & Loona, M. I. (2021). Mediating role of locus of control in achievement goals and self handicapping strategies among university students. Pakistan Journal of Psychological Research, 36(4),587- 600. https://doi:org/10.33824/PJPR.2021.36.4.32
  • Schwinger, M. (2013). Structure of academic self-handicapping—global or domain-specific construct?. Learning and Individual Differences, 27, 134-143. https://doi.org/10.1016/j.lindif.2013.07.009
  • Schwinger, M., & Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping: The protective function of mastery goals. Learning and Individual Differences, 21, 699–709. https://doi.org/10.1016/j.lindif.2011.09.004.
  • Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., & Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. Journal of Educational Psychology, 114(3), 576–596. https://doi.org/10.1037/edu0000706
  • Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106(3), 744-761. https://doi.org/10.1037/a0035832
  • Senko, C. (2009). Achievement goal theory: A story of early promises, eventual discords, and future possibilities. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 75-95). Routledge.
  • Shokrkon, H., Hashemi Sheikhshabani, E., & Najjarian, B. (2005). An ınvestigation of the relatioanships between some ımportant and relevant antecedents of academic self-handicapping and ıts relationship with selected consequences in Ahvaz ninth-grade. Journal of Psychological Achievements, 12(3), 77-100. https://doi.org/10.22055/psi.2005.16356
  • Söyleyen, N. H. (2018). Üniversite öğrencilerinde sosyal kaygının kendini sabotaj ve erteleme davranışı ile ilişkisi (Yüksek Lisans Tezi). Üsküdar Üniversitesi Sosyal Bilimler Enstitüsü.
  • Standage, M., Treasure, D. C., Hooper, K., & Kuczka, K. (2007). Self‐handicapping in school physical education: The influence of the motivational climate. British Journal of Educational Psychology, 77(1), 81-99.
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences. Lawrence Erlbaurn Associates
  • Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-regulation, self-efficacy, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983–989. https://doi.org/10.2466/07.09.20.pr0.109.6.983-989
  • Tabachnick, B. G, & Fideli, L.S. (2001). Using multivariate statistics (4th edition). Ally And Bacon.
  • Tabe-Bordbar, F., & Rastegar, A. (2015). A model of relationships between personality traits and academic self-handicapping: the mediating role of achievement goals. Iranian Journal of Medical Education, 15, 530-542.
  • Tekin, I., & Kul, D. (2023). Üniversite öğrencilerinde benlik saygısı ile kendini sabotaj arasındaki ilişkide öz şefkatin aracı rolü. Ege Eğitim Dergisi, 24(1), 75-89. https://doi.org/10.12984/egeefd.1135124
  • Tesser, A., Crepaz, N., Collins, J. C., Cornell, D., & Beach, S. R. (2000). Confluence of self-esteem regulation mechanisms: On integrating the self-zoo. Personality and Social Psychology Bulletin, 26(12), 1476-1489.
  • Tetik, H. T., Oral, L., & Köse, S. (2019). Öz yeterlilik algısı ile kendini sabotaj eğilimi arasındaki ilişkide benlik saygısının aracı rolü. Çukurova Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 23(1), 17-29.
  • Tezbaşaran, A. A. (1996). Likert tipi ölçek geliştirme lavuzu. Türk Psikologlar Derneği Yayınları.
  • Thomas, C. R., & Gadbois, S. A. (2007). Academic self‐handicapping: The role of self‐concept clarity and students' learning strategies. British Journal of Educational Psychology, 77(1), 101-119. https://doi.org/10.1348/000709905X79644
  • Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x
  • Topkaya, N., & Özlü, G. (2020). Üniversite öğrencilerinde kendini sabotajın yordayıcısı olarak cinsiyet, yaş ve farklı mükemmeliyetçilik tarzları. Kastamonu Eğitim Dergisi, 28(3), 1220-1232. https://doi.org/10.24106/kefdergi.3757
  • Török, L., Szabó, Z. P., & Tóth, L. (2018). A critical review of the literature on academic self-handicapping: Theory, manifestations, prevention and measurement. Social Psychology of Education, 21(5), 1175-1202. https://doi.org/10.1007/s11218-018-9460-z
  • Tyler, K. M., Thompson, F. A., Gay, D. E., Burris, J., Lloyd, H., & Fisher, S. (2016). Internalized stereotypes and academic self-handicapping among black American male high school students. Negro Educational Review, 67, 5-31.
  • Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251–264. https://doi.org/10.1037/0022-0663.96.2.251
  • Urdan, T., Midgley, C., & Andreman, E. M. (1998). Classroom influences ones self-handicapping strategies. American Educational Research Journal, 35(1), 101-122.
  • Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115-138.
  • Ünvanlı, Y. (2021). Spor bilimleri fakültesi öğrencilerinin kendini sabotaj ve benlik saygısı düzeylerinin incelenmesi (Yüksek Lisans Tezi). Hitit Üniversitesi Sağlık Bilimleri Enstitüsü.
  • Üzbe, N., & Bacanlı, H. (2013). BaşarI hedef yönelimi, benlik saygısı ve akademik başarının kendini engellemeyi yordamadaki rolü. Türk Eğitim Bilimleri Dergisi, 13(1), 33-50.
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85.
  • Yıldırım, F. B., & Demir, A. (2017). Kendini engellemenin yordayıcıları olarak öz saygı, öz anlayış ve akademik özyeterlilik. Ege Eğitim Dergisi, 18(2), 676-701. https://doi.org/10.12984/egeefd.315727
  • Zuckerman, M. Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74, 1619-1628. doi: 10.1037/0022-3514.74.6.1619

AKADEMİK KENDİNİ ENGELLEME ÖLÇEĞİ’NİN PSİKOMETRİK ÖZELLİKLERİNİN ÜNİVERSİTE ÖĞRENCİLERİNDE İNCELENMESİ

Year 2023, , 1285 - 1299, 30.06.2023
https://doi.org/10.30783/nevsosbilen.1295420

Abstract

Akademik kendini engelleme, düşük başarı elde edilmesi olası olan durumlardan çeşitli mazeretler öne sürerek kaçınma olarak nitelendirilebilir. Mevcut araştırmada, orijinal olarak ergenler için geliştirilen Akademik Kendini Engelleme Ölçeği'nin (AKEÖ) psikometrik özelliklerinin üniversite öğrencileri için belirlenmesi hedeflenmiştir. Araştırma bir devlet üniversitesinde öğrenim görmekte olan 485 (358 kadın ve 127) katılımcı ile gerçekleştirilmiştir. Ölçeğin yapı geçerliliğini belirmek amacıyla birinci çalışma grubu (n=417) ile Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. Araştırmanın ikinci çalışma grubundan (n=68) toplanan veriler ile test tekrar test güvenilirlik katsayısı ve ölçüt bağıntılı geçerlilik hesaplamaları yapılmıştır. DFA sonuçlarına göre tüm değerlerin model-veri uyumu için kabul edilebilir sınırlar içerisinde olduğu görülmüştür. Ölçeğin güvenilirliğine ilişkin kanıtlar ise hesaplanan Cronbach alfa iç tutarlılık katsayısı, madde-toplam korelasyonları ve test tekrar test güvenilirliği ile ortaya koyulmuştur. Akademik Kendini Engelleme Ölçeği’nin Cronbach alfa katsayısı 0,76 olarak saptanmıştır. Akademik Kendini Engelleme Ölçeği’nin test tekrar test güvenilirlik katsayısı ise maddeler arasında 0,60 ile 0,71 arasında değişirken ölçeğin tamamı için hesaplanan katsayı 0,77’dir. Bu noktada ölçeğin güvenilirliğinin yeterli düzeyde olduğu ve ölçekte yer alan maddelerin ölçülmek istenen yapıyı tutarlı bir şekilde ölçebildiği söylenebilir. Ölçek için yapılan geçerlik ve güvenirlik analizleri ile ölçeğin geçerliliğine ve güvenilirliğine ilişkin kanıtlar toplanmıştır.

References

  • Alkan, N. (2016). Psychological sense of university membership: An adaptation study of the PSSM scale for Turkish university students. The Journal of Psychology, 150(4), 431-449. http://dx.doi.org/10.1080/00223980.2015.1087373
  • Alodat, A. M., Ghazal, M. M. A., & Al-Hamouri, F. A. (2020). Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model. International Journal of Educational Psychology, 9(2), 195-222. https://doi.org/10.17583/ijep.2020.4426
  • Alaloğlu, G. (2020). Mükemmeliyetçilik, kendini sabotaj, öz-şefkat ve psikolojik iyi oluş arasındaki ilişkilerin incelenmesi (Yüksek Lisans Tezi). Maltepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-173.
  • Anlı, G. (2019). Examining the Relationship between academic self-handicapping and school attachment levels of secondary school students. International Online Journal of Educational Sciences, 11(3), 117-130
  • Anlı, G., Taş, İ., Güneş, Z., Yazgı, Z., & Sevinç, H. (2018). Akademik Kendini Engelleme Ölçeği’ni Türkçeye uyarlama çalışması. OPUS International Journal of Society Researches, 8(15), 1198-1217.https://doi.org/10.26466/opus.442691
  • Arunkumar, R., & Urdan, T. C. (1996). " If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434. https://psycnet.apa.org/doi/10.1037/0022-0663.88.3.423
  • Aydın, A., & Kahraman, N. (2020). Hemşirelik öğrencilerinde kendini sabotaj: psikolojik ihtiyaçlar ve öz-duyarlık üzerine etkisi. Cukurova Medical Journal, 45(4), 1625-1633. https://doi.org/10.17826/cumj.748170
  • Azeem, K., & Zubair, A. (2021). Role of Academic Self-Handicapping and Self-Regulated Learning Strategies in Mastery Goal Orientation among Adolescents. FWU Journal of Social Sciences, 15(2), 152-172. http://doi.org/10.51709/19951272/Summer-2/9
  • Bae, J., Yoo, H. S., & Lee, J. (2022). Identifying latent classes of self-esteem level, self-esteem stability, and internalized shame among Korean college students: Relations to self-handicapping behaviors. Personality and Individual Differences, 194, 1-6. https://doi.org/10.1016/j.paid.2022.111634
  • Baki, E. (2020). Üniversite öğrencilerinde kendini sabotaj ve karar verme stillerinin incelenmesi ve aralarındaki ilişkinin değerlendirilmesi (Yüksek Lisans Tezi). Üsküdar Üniversitesi Sosyal Bilimler Enstitüsü.
  • Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36(4), 405–417. https://doi.org/10.1037/0022-3514.36.4.405
  • Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2010). Sosyal bilimler için istatistik (6. baskı). Pegem Akademi.
  • Chatzikyriakou, G., Gonida, Ε., & Kiosseoglou, G. (2019). Academic self-handicapping in adolescence: The role of personal and perceived contextual factors. Hellenic Journal of Psychology, 16(1), 43-73. https://doi.org/10.26262/hjp.v16i1.7890
  • Cheng, S. K., & Law, M. Y. (2015). Mediating effect of self-esteem in the predictive relationship of personality and academic self-handicapping. American Journal of Applied Psychology, 4(3), 51-57. https://doi.org/10.11648/j.ajap.s.2015040301.19
  • Chorba, K., Was, C. A., & Isaacson, R. M. (2012). Individual differences in academic ıdentity and self-handicapping in undergraduate college students. Individual Differences Research, 10(2),60-68.
  • Clarke, I. E., & MacCann, C. (2016). Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale. Personality and Individual Differences, 100, 6-11. http://dx.doi.org/10.1016/j.paid.2016.03.080
  • Cocorada, E. (2011). Academic self-handicapping and their correlates in adolescence. Bulletin of the Transilvania University of Braşov,4(53), 57-64.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd edition). Lawrence Erlbaum Associates.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
  • Coudevylle, G. R., Gernigon, C., & Ginis, K. A. M. (2011). Self-esteem, self-confidence, anxiety and claimed self-handicapping: A mediational analysis. Psychology of Sport and Exercise, 12(6), 670-675. https://doi.org/10.1016/j.psychsport.2011.05.008
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press.
  • Covington, M. V., & Omelich, C. L. (1984). Task oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76, 1038–1050.
  • Çelik, Y., & Atilla, G. (2019). Üniversite öğrencilerinde kendini sabotaj, olumsuz değerlendirilme korkusu ve benlik saygisi. Kahramanmaraş Sütçü İmam Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 9(2), 177-198.
  • Çingöz, B. (2015). Üniversite öğrencilerinin kendini sabotaj düzeyleri ile spor ve farklı değişkenler arasındaki ilişkinin araştırılması (Yüksek Lisans Tezi). Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü.
  • Çokluk, Ö. (2010). Lojistik regresyon analizi: Kavram ve uygulama. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1357-1407.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Pegem Akademi.
  • De Clercq, M., Galand, B., & Frenay, M. (2017). Transition from high school to university: a person-centered approach to academic achievement. European Journal of Psychology of Education, 32(1), 39-59. https://doi.org/10.1007/s10212-016-0298-5
  • Delghandi, A., Bayanfar, F., & Talepasand, S. (2019). The prediction of students' academic self-handicapping behaviors on the basis of academic engagement, quality of school life and sense of belonging to school. Educational Psychology, 15(53), 73-92. https://doi.org/10.22054/jep.2020.40596.262
  • Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). Guilford.
  • Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self‐handicapping. Journal of Personality, 71(3), 369-396.https://doi.org/10.1111/1467-6494.7103005
  • Elliot, A. J., Cury, F., Fryer, J. W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport and Exercise Psychology, 28(3), 344-361. https://doi.org/10.1123/jsep.28.3.344
  • Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self‐handicapping. Journal of Personality, 71(3), 369-396. https://doi.org/10.1111/1467-6494.7103005
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill.
  • Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time. British Journal of Educational Psychology, 81(2), 207-222. https://doi.org/10.1348/000709910X522186
  • Gall, T. L., Evans, D. R., & Bellerose, S. (2000). Transition to First-Year University: Patterns of Change in Adjustment Across Life Domains and Time. Journal of Social and Clinical Psychology, 19(4), 544-567. https://doi.org/10.1521/jscp.2000.19.4.544
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
  • Greaven, S. H., Santor, D. A., Thompson, R., & Zuroff, D. C. (2000). Adolescent self-handicapping, depressive affect, and maternal parenting styles. Journal of Youth and Adolescence, 29(6), 631-646.
  • Greenberg, J. (1985). Unattainable goal choice as a self-handicapping strategy. Journal of Applied Social Psychology, 15(2), 140–152.
  • Gürbüz, S. (2019). AMOS ile yapısal eşitlik modellemesi. Seçkin Yayıncılık.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson.
  • Hakim, S. M. H., & Naghsh, Z. (2018). Modeling of the relationship between perfectionism and mental-health by examining the mediating role of academic perocrastination and academic self-handicapping. Journal of Applied Psychological Research, 9(3), 35-54. https://doi.org/10.22059/japr.2018.70936
  • Hendrix, K. S., & Hirt, E. R. (2009). Stressed out over possible failure: The role of regulatory fit on claimed self-handicapping. Journal of Experimental Social Psychology, 45(1), 51-59. https://doi.org/10.1016/j.jesp.2008.08.016
  • Hirt, E. R., McCrea, S. M., & Kimble, C. E. (2000). Public self-focus and sex differences in behavioral self-handicapping: Does increasing self-threat still make it “just a man’s game?”. Personality and Social Psychology Bulletin, 26(9), 1131-1141. https://psycnet.apa.org/doi/10.1177/01461672002611009
  • Hirt, E. R., & McCrea, S. M. (2009). Man smart, woman smarter? Getting to the root of gender differences in self-handicapping. Social and Personality Psychology Compass, 3, 260-274. http://dx.doi.org/10.1111/j.1751-9004.2009.00176.x
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1),53-60.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
  • Karner-Huţuleac, A. (2014). Perfectionism and self-handicapping in adult education. Procedia-Social and Behavioral Sciences, 142, 434-438. https://doi.org/10.1016/j.sbspro.2014.07.699
  • Kaya, F., & Tümkaya, S.(2017). Sınıf öğretmenliği öğrencilerinin başarı yönelimi, kendini engelleme davranışları ve demografik özelliklerinin okula yabancılaşmayı yordama düzeylerinin incelenmesi. Journal of Human Sciences, 14(1), 747-771. doi:10.14687/jhs.v14i1.4328
  • Kearns, H., Forbes, A., Gardiner, M., & Marshall, K. (2008). When a high distinction isn't good enough: A review of perfectionism and self-handicapping. The Australian Educational Researcher, 35(3), 21–36.
  • Lee, A. A., Fleck, B., & Richmond, A. S. (2021). Exploring the relations of academic self-handicapping with achievement goals among urban underrepresented minority middle school students. Educational Research: Theory and Practice, 32(2), 79-105.
  • Leondari, A., & Gonida, E. (2007). Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology, 77, 595–611. https://doi.org/10.1348/000709906X128396
  • Litvinova, A., Balarabe, M., & Mohammed, A. I. (2015). Influence of personality traits and age on academic self-handicapping among undergraduate students of Ahmadu Bello University, Zaria, Nigeria. Psychology, 6, 1995-2003.10.4236/psych.2015.615197
  • Lovejoy, C. M., & Durik, A. M. (2010). Self-handicapping: The interplay between self-set and assigned achievement goals. Motivation and Emotion, 34(3), 242-252.10.1007/s11031-010-9179-4
  • Marsh, H. W., BaHa, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
  • Martin, A. J., Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1-36. http://dx.doi.org/10.1016/S0361-476X(02)00008-5
  • Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both?. Australian Journal of Psychology, 56(3), 133-146. https://doi.org/10.1080/00049530412331283363
  • McCrea, S. M., Hirt, E. R., Hendrix, K. L., Milner, B. J., & Steele, N. L. (2008). The worker scale: Developing a measure to explain gender differences in behavioral self-handicapping. Journal of Research in Personality, 42(4), 949–970.
  • Melhem, M. A. (2022). Prediction of academic self-handicapping based on self-control among university students. Cypriot Journal of Educational Sciences, 17(1), 134-147. https://orcid.org/0000-0002-5782-2609
  • Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. The Journal of Early Adolescence, 15(4), 389-411. https://doi.org/10.1177/0272431695015004001
  • Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75. https://doi.org/10.1006/ceps.2000.1041
  • Midgley, C., Arunkumar, R., & Urdan, T. C. (1996). "If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434. https://doi.org/10.1037/0022-0663.88.3.423
  • Momeni, K., & Radmehr, F. (2018). Prediction of academic engagement based on self-efficacy and academic self-handicapping in medical students. Research in Medical Education, 10(4), 41-50. http://dx.doi.org/10.29252/rme.10.4.41
  • Orhunbilge, Neyran. (2000). Örnekleme yöntemleri ve hipotez testleri. Avcıol Basım Yayın.
  • Özgüngör, S., & Paksu, A. D. (2017). Üniversite öğrencilerinde benlik saygısı düzeyine göre akademik başarıyı yordayan değişkenler. Turkish Psychological Counseling and Guidance Journal, 7(48), 111-125.
  • Nunnally, J. C. (1978). An overview of psychological measurement. In B. B. Wolman (Ed.), Clinical diagnosis of mental disorders: A handbook (pp. 97–147). Plenum Press.
  • Oleson, K. C., Poehlmann, K. M., Yost, J. H., Lynch, M. E., & Arkin, R. M. (2000). Subjective overachievement: Individual differences in self-doubt and concern with performance. Journal of Personality, 68, 491–524.
  • Pala, Z. (2020). Ergenlerde şiddet olayları ile akademik kendini engelleme arasındaki ilişkiyi inceleme (Yüksek Lisans Tezi). İstanbul Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü.
  • Rhodewalt, F., Morf, C., Hazlett, S., & Fairfield, M. (1991). Self-handicapping: The role of discounting and augmentation in the preservation of self-esteem. Journal of Personality & Social Psychology, 61(1), 122–131.
  • Saatçı, E. (2020). Üniversite öğrencilerinde mükemmeliyetçilik, belirsizliğe tahammülsüzlük ve psikolojik dayanıklılığın kendini engelleme üzerindeki etkisi (Yüksek Lisans Tezi). Fatih Sultan Mehmet Vakıf Üniversitesi Lisansüstü Eğitim Enstitüsü.
  • Sabaz, M. (2020). Ergenlerde internet bağımlılığının akademik kendini engelleme ve psikolojik dayanıklılık üzerindeki etkisi (Yüksek Lisans Tezi). İstanbul Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü.
  • Saddiqua, M., & Loona, M. I. (2021). Mediating role of locus of control in achievement goals and self handicapping strategies among university students. Pakistan Journal of Psychological Research, 36(4),587- 600. https://doi:org/10.33824/PJPR.2021.36.4.32
  • Schwinger, M. (2013). Structure of academic self-handicapping—global or domain-specific construct?. Learning and Individual Differences, 27, 134-143. https://doi.org/10.1016/j.lindif.2013.07.009
  • Schwinger, M., & Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping: The protective function of mastery goals. Learning and Individual Differences, 21, 699–709. https://doi.org/10.1016/j.lindif.2011.09.004.
  • Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., & Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. Journal of Educational Psychology, 114(3), 576–596. https://doi.org/10.1037/edu0000706
  • Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106(3), 744-761. https://doi.org/10.1037/a0035832
  • Senko, C. (2009). Achievement goal theory: A story of early promises, eventual discords, and future possibilities. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 75-95). Routledge.
  • Shokrkon, H., Hashemi Sheikhshabani, E., & Najjarian, B. (2005). An ınvestigation of the relatioanships between some ımportant and relevant antecedents of academic self-handicapping and ıts relationship with selected consequences in Ahvaz ninth-grade. Journal of Psychological Achievements, 12(3), 77-100. https://doi.org/10.22055/psi.2005.16356
  • Söyleyen, N. H. (2018). Üniversite öğrencilerinde sosyal kaygının kendini sabotaj ve erteleme davranışı ile ilişkisi (Yüksek Lisans Tezi). Üsküdar Üniversitesi Sosyal Bilimler Enstitüsü.
  • Standage, M., Treasure, D. C., Hooper, K., & Kuczka, K. (2007). Self‐handicapping in school physical education: The influence of the motivational climate. British Journal of Educational Psychology, 77(1), 81-99.
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences. Lawrence Erlbaurn Associates
  • Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-regulation, self-efficacy, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983–989. https://doi.org/10.2466/07.09.20.pr0.109.6.983-989
  • Tabachnick, B. G, & Fideli, L.S. (2001). Using multivariate statistics (4th edition). Ally And Bacon.
  • Tabe-Bordbar, F., & Rastegar, A. (2015). A model of relationships between personality traits and academic self-handicapping: the mediating role of achievement goals. Iranian Journal of Medical Education, 15, 530-542.
  • Tekin, I., & Kul, D. (2023). Üniversite öğrencilerinde benlik saygısı ile kendini sabotaj arasındaki ilişkide öz şefkatin aracı rolü. Ege Eğitim Dergisi, 24(1), 75-89. https://doi.org/10.12984/egeefd.1135124
  • Tesser, A., Crepaz, N., Collins, J. C., Cornell, D., & Beach, S. R. (2000). Confluence of self-esteem regulation mechanisms: On integrating the self-zoo. Personality and Social Psychology Bulletin, 26(12), 1476-1489.
  • Tetik, H. T., Oral, L., & Köse, S. (2019). Öz yeterlilik algısı ile kendini sabotaj eğilimi arasındaki ilişkide benlik saygısının aracı rolü. Çukurova Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 23(1), 17-29.
  • Tezbaşaran, A. A. (1996). Likert tipi ölçek geliştirme lavuzu. Türk Psikologlar Derneği Yayınları.
  • Thomas, C. R., & Gadbois, S. A. (2007). Academic self‐handicapping: The role of self‐concept clarity and students' learning strategies. British Journal of Educational Psychology, 77(1), 101-119. https://doi.org/10.1348/000709905X79644
  • Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x
  • Topkaya, N., & Özlü, G. (2020). Üniversite öğrencilerinde kendini sabotajın yordayıcısı olarak cinsiyet, yaş ve farklı mükemmeliyetçilik tarzları. Kastamonu Eğitim Dergisi, 28(3), 1220-1232. https://doi.org/10.24106/kefdergi.3757
  • Török, L., Szabó, Z. P., & Tóth, L. (2018). A critical review of the literature on academic self-handicapping: Theory, manifestations, prevention and measurement. Social Psychology of Education, 21(5), 1175-1202. https://doi.org/10.1007/s11218-018-9460-z
  • Tyler, K. M., Thompson, F. A., Gay, D. E., Burris, J., Lloyd, H., & Fisher, S. (2016). Internalized stereotypes and academic self-handicapping among black American male high school students. Negro Educational Review, 67, 5-31.
  • Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251–264. https://doi.org/10.1037/0022-0663.96.2.251
  • Urdan, T., Midgley, C., & Andreman, E. M. (1998). Classroom influences ones self-handicapping strategies. American Educational Research Journal, 35(1), 101-122.
  • Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115-138.
  • Ünvanlı, Y. (2021). Spor bilimleri fakültesi öğrencilerinin kendini sabotaj ve benlik saygısı düzeylerinin incelenmesi (Yüksek Lisans Tezi). Hitit Üniversitesi Sağlık Bilimleri Enstitüsü.
  • Üzbe, N., & Bacanlı, H. (2013). BaşarI hedef yönelimi, benlik saygısı ve akademik başarının kendini engellemeyi yordamadaki rolü. Türk Eğitim Bilimleri Dergisi, 13(1), 33-50.
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85.
  • Yıldırım, F. B., & Demir, A. (2017). Kendini engellemenin yordayıcıları olarak öz saygı, öz anlayış ve akademik özyeterlilik. Ege Eğitim Dergisi, 18(2), 676-701. https://doi.org/10.12984/egeefd.315727
  • Zuckerman, M. Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74, 1619-1628. doi: 10.1037/0022-3514.74.6.1619
There are 103 citations in total.

Details

Primary Language Turkish
Journal Section PSİKOLOJİ
Authors

Ayşe Gök Uslu 0000-0002-7544-5800

Filiz Bilge

Early Pub Date June 23, 2023
Publication Date June 30, 2023
Published in Issue Year 2023

Cite

APA Gök Uslu, A., & Bilge, F. (2023). AKADEMİK KENDİNİ ENGELLEME ÖLÇEĞİ’NİN PSİKOMETRİK ÖZELLİKLERİNİN ÜNİVERSİTE ÖĞRENCİLERİNDE İNCELENMESİ. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(2), 1285-1299. https://doi.org/10.30783/nevsosbilen.1295420