The role of achievement goal orientation, self esteem and academic achievement in prediction of self handicapping

The purpose of this study was to determine the changes in the level of selfhandicapping of university students by their achievement goal orientation, self-esteem, academic achievement and some demographic characteristics. A correlational study designed in survey model was carried out in the study. A total of 483 students studying in different departments of Gazi University Gazi Faculty of Education in 2011-2012 academic year participated in the study. "Self Handicapping Scale", "Achievement Goal Orientation Scale", and "Self-Esteem Scale" were used to collect data. Also, ?Personal Information Form" developed by the researcher was used to detect university students' academic achievement and other demographic variables.In the data analysis, Stepwise Linear Multiple Regression Analysis was performed in order to find out the predictive role of achievement goal, self esteem, and academic achievement on self handicapping. Moreover, t-test for independent samples was utilized in order to determine whether students? self handicapping, achievement goal orientations, and self esteem differ significantly according to gender variable, while One-Way ANOVA for independent samples was conducted to determine whether students? self handicapping, achievement goal orientations, and self esteem differ significantly according to the department and class level variables. Results revealed that self esteem was the most important predictor of self handicapping. It was also concluded that those with high self esteem perform self handicapping strategies less frequently. Another important result of the study was that while students who have adopted the performance avoidance goal orientation tended to perform self handicapping strategies more frequently, the tendency of those with mastery goal viiorientation decreases. It was also seen that there were negative correlations between perceived academic achievement and the level of self handicapping. Self handicapping levels of students in the study group do not differ significantly according to gender, class level and department variables. Keywords: Self handicapping, achievement goal orientation, achievement motivation, self esteem, perceived academic achievement, overall grade point average