Academic self-handicapping and their correlates in adolescence

Abstract

The self-handicapping has been examined as a self-protective strategy, used by adults and young, males and females, in different situations assessed as threatening to positive self-esteem. The purpose of this study is to explore the relations between self-handicapping and some variables relevant to the academic field as learning motivation, academic results, and self-esteem. Age and gender are the criteria of our analysis. The results suggest that males and later adolescents (males and females) self-handicap more than females and young adolescents. Self-esteem and some components of learning motivation are the variables that influence self-handicapping at significant levels.