This study finds a negative correlation between academic self-handicapping and engagement in students, suggesting important implications for educational practices.
The aim of this study was to explore the relationship between academic engagement and academic self- handicapping in light of some variables. To achieve the objectives of the study, a sample of (410) male and female students from Al-Qasemi College in Baqa Al-Gharbiya was selected using the available sampling method, and the Academic Self-Handicapping Scale and the Academic Engagement Scale were applied to them. The results showed that the level of academic engagement was middle. Furthermore, the results indicated that there were no statistically significant differences in academic engagement based on gender and specialization. The results also showed a statistically significant negative correlation between academic self- handicapping and academic engagement.
No takes yet. Share an insight, caveat, or question.
Omari et al. (2023) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: