Role of Academic Self-Handicapping and Self-Regulated Learning Strategies in Mastery Goal Orientation among Adolescents

• Published in: FWU Journal of Social Sciences Vol. 15; no. 2; pp. 152 - 172
• Main Authors: Azeem, Kiran, Zubair, Aisha
• Format: Journal Article
• Language: English
• Published: Peshawar FWU Journal of Social Sciences 01.06.2021
• Subjects: Attitudes; Behavior; Equity stake; Feedback; Learning; School environment; Self esteem; Self evaluation; Students; Teenagers
• ISSN: 1995-1272
• DOI: 10.51709/19951272/Summer-2/9

The present study attempted to investigate the role of academic self-handicapping and self-regulated learning strategies in mastery goal orientation among adolescents. The sample comprised of 550 school students (age range =14-16years). Instruments namely Self-Handicapping Scale (Jones & Rhodewalt, 1982), Self-Regulation Inventory (Cleary & Platten, 2013), and Achievement Goals Questionnaire-Revised(Elliot & Murayama, 2008) were used. It has been found that self-handicapping wasnegatively associated with self-regulated learning strategies and mastery goal orientation; whereas self-regulated learning strategies was positively linked with mastery goal orientation. In addition, it has been found thatgirls displayedless self-handicapping behavior and more self-regulated and better goal oriented behavior as comparedto boys. Demographic group differences showed that adolescents enrolled in private schools with higher maternal education were less engaged in self-handicapping behaviorand more self-regulated and achievement goal oriented as comparedto government school students. However, significant differences were found on paternal education in relation to mastery goal orientation only.