Exploration of achievement goal orientations and selfhandicapping in professional instrument education

The study aimed to examine the achievement goal orientations and selfhandicapping behaviors of students studying professional instrument education. The study also explored how students' achievement goal orientation sub-dimension levels predict their self-handicapping behaviors. The study group consisted of 309 students majoring in music education at various universities in Turkey. The data were collected using the Personal Information Form (developed by the researcher), the Achievement Goal Orientations in Instrument Learning Scale (adapted to instrument learning and Turkish by Aydıner-Uygun (2016, 2018a) in accordance with 2x2 goal orientation structure) and the Self-Handicapping Scale (adapted to Turkish by Akın vd. 2010). In terms of the goal orientations in instrument learning dimensions, the results revealed that the students had the highest levels in the learning approach orientation dimension, whereas they had the lowest levels in the performance avoidance orientation. The students handicapped themselves at an aboveintermediate level. In addition, there were significant differences in students' achievement goal orientationin instrument education levels and self-handicapping behaviors according to the independent variables determined in the study. Students' learning approach orientation from the achievement goal orientations negatively predicted their self-handicapping behaviors, while students' performance avoidance orientation from the achievement goal orientations positively predicted their selfhandicapping behaviors.