A Correlational study on academic self-handicapping and achievement goal orientation of selected introduction to pscyhology students in De La Salle University Manila

Date of Publication

2015

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Arts Major in Psychology

Subject Categories

Comparative Psychology

College

College of Liberal Arts

Department/Unit

Psychology

Thesis Adviser

Ma. Lourdes S. Balatbat

Defense Panel Member

Adrianne John R. Galang

Abstract/Summary

Previous studies have linked Academic Self-Handicapping and Achievement Goal theories over the years, however, the results vary and different researches yielded different results with different theories to explain the relationship. This research intended to add to the literature by using a relatively recent development of the Achievement Goal Theory to find the relationship between it and Academic Self-Handicapping among 118 Introduction to Psychology students in De La Salle University-Manila. Using the Academic Self-Handicapping Scale and the 3x2 Achievement Goal Questionnaire with a descriptive correlational research design, it was determined that both Task Approach and Task Avoidance goals were found to have a significant negative relationship with Academic Self-Handicapping, and that other goals were not found to have a significant relationship with Academic Self-Handicapping. This would mean that possessing high task goals would correspond to low Academic Self-Handicapping, and vice versa. The researcher then discusses as to why this may be the case, and why the other goals do not have a significant relationship with Academic Self-Handicapping.

Abstract Format

html

Language

English

Format

Print

Accession Number

TU20233

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

37 leaves ; 28 cm.

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