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Volume 24, Issue 147 (5-2025)
Journal of Psychological Science 2025, 24(147): 343-362 |
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Azizi Rad M, Tanha Z. (2025). The Structural Model of Self-Handicapping with School Avoidance in Female Students: The Mediating Role of Motivational Beliefs. Journal of Psychological Science. 24(147), 343-362. doi:10.61186/jps.24.147.343
URL: http://psychologicalscience.ir/article-1-2916-en.html
URL: http://psychologicalscience.ir/article-1-2916-en.html
Department of Psychology, Faculty of Islamic Education and Training, Kho, C., Islamic Azad University, Khorramabad, Iran. , Tanha_zahra1986@yahoo.com
Abstract: (5 Views)
Background: The phenomenon of Academic Avoidance (School dropout) is perceived as a process that is caused by a variety of factors. For this reason, examining the psychological antecedents based on educational psychology patterns in students is an essential step for adapting and implementing motivational interventions promptly.
Aims: This research aimed to investigate the structural model of academic self-handicapping with school avoidance in female students: the mediating role of motivational beliefs among second-year high school students in Khorramabad.
Methods: A correlational descriptive research method was employed using structural equation modeling (SEM). The statistical population of this research consisted of all female students in the second high school level of Khorramabad city in the academic year 2023-2024 (7,357 individuals). In this research, based on the Soper formula (2025) for modeling structural equations, a sample size of 200 female students from the second cycle of high school in Khorramabad was selected using convenience sampling. To collect data, the Academic Avoidance Behavior Questionnaire (Clark et al., 2015), the Motivational Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), and the Self-Handicapping Questionnaire (Jones, & Rhodewalt, 1998) were used. The data collected was analyzed using SPSS 28 and Smart PLS 4 through Pearson correlation coefficient and structural equation modeling.
Results: The results obtained from the structural equation modeling showed that the direct and standardized path coefficient of self-disabling on student disengagement was significant and positive (β = 0.455). The direct path coefficient of motivational beliefs on school dropout was negative and significant (β = -0.430). The direct and standardized path coefficient of self-disability on motivational beliefs was negative and significant (β = -0.475). Motivational beliefs in the relationship between self-handicapping and academic avoidance were significant, with an indirect and standardized path coefficient of (β = 0.206). 23% of the variance in motivational beliefs was explained by self-handicapping, and 58% of the variance in school avoidance among female students was explained by self-handicapping and motivational beliefs.
Conclusion: According to these results, by identifying and screening students who are at risk of dropping out of school and conducting psychological interventions based on cognitive, metacognitive, motivational, and behavioral dimensions at the individual and family levels, a significant portion of the antecedents of (school dropout) can be reduced and the level of academic interest and motivation can be increased
Aims: This research aimed to investigate the structural model of academic self-handicapping with school avoidance in female students: the mediating role of motivational beliefs among second-year high school students in Khorramabad.
Methods: A correlational descriptive research method was employed using structural equation modeling (SEM). The statistical population of this research consisted of all female students in the second high school level of Khorramabad city in the academic year 2023-2024 (7,357 individuals). In this research, based on the Soper formula (2025) for modeling structural equations, a sample size of 200 female students from the second cycle of high school in Khorramabad was selected using convenience sampling. To collect data, the Academic Avoidance Behavior Questionnaire (Clark et al., 2015), the Motivational Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), and the Self-Handicapping Questionnaire (Jones, & Rhodewalt, 1998) were used. The data collected was analyzed using SPSS 28 and Smart PLS 4 through Pearson correlation coefficient and structural equation modeling.
Results: The results obtained from the structural equation modeling showed that the direct and standardized path coefficient of self-disabling on student disengagement was significant and positive (β = 0.455). The direct path coefficient of motivational beliefs on school dropout was negative and significant (β = -0.430). The direct and standardized path coefficient of self-disability on motivational beliefs was negative and significant (β = -0.475). Motivational beliefs in the relationship between self-handicapping and academic avoidance were significant, with an indirect and standardized path coefficient of (β = 0.206). 23% of the variance in motivational beliefs was explained by self-handicapping, and 58% of the variance in school avoidance among female students was explained by self-handicapping and motivational beliefs.
Conclusion: According to these results, by identifying and screening students who are at risk of dropping out of school and conducting psychological interventions based on cognitive, metacognitive, motivational, and behavioral dimensions at the individual and family levels, a significant portion of the antecedents of (school dropout) can be reduced and the level of academic interest and motivation can be increased
Type of Study: Research |
Subject:
Special
Received: 2025/02/13 | Accepted: 2025/05/8 | Published: 2025/05/22
Received: 2025/02/13 | Accepted: 2025/05/8 | Published: 2025/05/22
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