Thesis Abstract and Dissertation Abstracts
Self-handicapping Behavior Among Students: Predictors And Effect On The Performance In Chemistry
Abstract Category: Education
Course / Degree: Master of Arts in Education with specialization in Chemistry
Institution / University: Philippine Normal University, Philippines
Published in: 2015
The self-handicapping behavior of 70 high school and 70 college students was investigated by determining whether self-esteem, self-efficacy, locus of control, chemistry anxiety, and attitude toward chemistry can predict the behavior. The differences in the self-handicapping behavior of students when grouped according to gender and year level were also explored. Furthermore, the predictive power of self-handicapping behavior on the performance of students in chemistry, as well as the difference between the performance in chemistry of self-handicapping and non-self-handicapping students, were analyzed in this study.
Results showed that self-esteem, self-efficacy, locus of control, chemistry anxiety, and attitude toward chemistry are significantly correlated with self-handicapping behavior. Regression analysis revealed that self-esteem and self-efficacy are significant predictors of self-handicapping behavior (p < 0.05). Among the domains of chemistry anxiety and attitude toward chemistry studied, the domain of attitude related to the difficulty of chemistry was found to be a significant predictor (p < 0.05). All other variables are not significant predictors of self-handicapping behavior.
No significant difference was found between the self-handicapping behavior of male and female students (p > 0.05). In contrast, the self-handicapping behavior of high school students is significantly higher than that of the college students (p < 0.05).
Self-handicapping behavior was found to have a significant moderate negative correlation with the performance of students in chemistry (r = −0.313, p < 0.05). The behavior was also found to significantly predict the performance in chemistry (p < 0.05). These results indicate that as self-handicapping increases, the performance in chemistry decreases. The findings were supported by the significant difference revealed between the performance in chemistry of self-handicapping and non-self-handicapping students.
The results of this study provide meaningful insights with regard to the implications of self-handicapping behavior on the performance of students in chemistry. Hence, further investigations are necessary to explore other variables that may influence self-handicapping behavior, to determine the extent by which students engage in the behavior in the classroom level, and to verify the effect of self-handicapping behavior on the performance of students in chemistry.
Thesis Keywords/Search Tags:
Self-handicapping, predictors, performance, chemistry
This Thesis Abstract may be cited as follows:
Rotairo, C. E. (2015). Self-handicapping Behavior Among Students: Predictors and Effect on the Performance in Chemistry. (Unpublished Master's thesis). Philippine Normal University, Manila, Philippines
Submission Details: Thesis Abstract submitted by Cristina Rotairo from Philippines on 27-Jul-2015 05:21.
Abstract has been viewed 2347 times (since 7 Mar 2010).
Cristina Rotairo Contact Details: Email: tina_rotairo@ymail.com
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