Abstract:Background
Self-handicapping is an effective defense strategy in an individual’s behavior that leads to weak performance in different situations like education. This study aimed to investigate how training problem solving skills affected the rate of self-handicapping among nursing students.
Methods
This interventional study was done in Jahrom, Fars province, Iran during 2016–2017. Totally, 90 nursing students were selected among those admitted from 2013 to 2016 using st… Show more
“…Self-handicapping, emerging as a big obstacle to realize one's potential and to succeed, has many negative associations with academic life, health, and psychological well-being (Barutçu,2020). During the COVID-19 pandemic, using self-handicapping strategies is one of the important and effective factors in students' psychological health that has important consequences, such as weak academic performance and lack of efforts (Zarshenas et al,2019). In order to make students better get through this special period, it is worth studying their selfhandicapping.…”
Background: The outbreak of 2019 coronavirus disease (COVID-19) could increase the risk of academic anxiety among medical students. Research has revealed that academic anxiety was a risk factor for self-handicapping, however, little is known about the underlying mechanisms that may mediate or moderate this association. This study examined the mediating role of procrastination and moderating role of hardiness in the association between academic anxiety and self-handicapping during the COVID-19 pandemic.Methods: This study measured academic anxiety, self-handicapping, procrastination and hardiness in a sample of 320 Chinese medical students, and explored the relationship between variables.Results: Results showed that academic anxiety was positively correlated with procrastination and self-handicapping, and negatively correctly with hardiness; procrastination was positively correlated with self-handicapping, and negatively correctly with hardiness; hardiness was negatively correctly with self-handicapping. Furthermore, procrastination partially mediated the relationship between academic anxiety and self-handicapping, and both the effects academic anxiety on self-handicapping and the mediating effect of procrastination were moderated by hardiness. The direct effect was stronger for medical students with lower hardiness, and the indirect effect was potent for medical students with both levels of hardiness.Conclusion: During the COVID-19 outbreak, the effect of academic anxiety on self-handicapping of medical students was affected by procrastination and hardiness. These findings suggest that we need to pay attention to the academic anxiety and procrastination of medical students during the COVID-19 pandemic, and we can intervene in self-handicapping by cultivating hardiness in the future.
“…Self-handicapping, emerging as a big obstacle to realize one's potential and to succeed, has many negative associations with academic life, health, and psychological well-being (Barutçu,2020). During the COVID-19 pandemic, using self-handicapping strategies is one of the important and effective factors in students' psychological health that has important consequences, such as weak academic performance and lack of efforts (Zarshenas et al,2019). In order to make students better get through this special period, it is worth studying their selfhandicapping.…”
Background: The outbreak of 2019 coronavirus disease (COVID-19) could increase the risk of academic anxiety among medical students. Research has revealed that academic anxiety was a risk factor for self-handicapping, however, little is known about the underlying mechanisms that may mediate or moderate this association. This study examined the mediating role of procrastination and moderating role of hardiness in the association between academic anxiety and self-handicapping during the COVID-19 pandemic.Methods: This study measured academic anxiety, self-handicapping, procrastination and hardiness in a sample of 320 Chinese medical students, and explored the relationship between variables.Results: Results showed that academic anxiety was positively correlated with procrastination and self-handicapping, and negatively correctly with hardiness; procrastination was positively correlated with self-handicapping, and negatively correctly with hardiness; hardiness was negatively correctly with self-handicapping. Furthermore, procrastination partially mediated the relationship between academic anxiety and self-handicapping, and both the effects academic anxiety on self-handicapping and the mediating effect of procrastination were moderated by hardiness. The direct effect was stronger for medical students with lower hardiness, and the indirect effect was potent for medical students with both levels of hardiness.Conclusion: During the COVID-19 outbreak, the effect of academic anxiety on self-handicapping of medical students was affected by procrastination and hardiness. These findings suggest that we need to pay attention to the academic anxiety and procrastination of medical students during the COVID-19 pandemic, and we can intervene in self-handicapping by cultivating hardiness in the future.
“…This often resulted in consultations being dominated by their parents 40. The intervention studies often proposed health information through theoretical and/or practical or skill-based presentations, including various topics related to MSDs 30 33–36 38 46 51 55–62. Sessions varied between learning about anatomy, risk factors, prevention techniques, workshops with practical ergonomic exercises, comic books explaining disease-related information and benefits of treatment.…”
Section: Resultsmentioning
confidence: 99%
“…Fourteen studies used self-reported questionnaires to measure how adolescents consider changes in their health behaviour 30 32 37 38 46 48 49 55–60 65. For example, one study showed improved self-efficacy scores, as the adolescents expressed confidence that they would change their exercise habits after receiving health-related information 46.…”
ObjectivesHealth literacy (HL) related to musculoskeletal disorders (MSDs) in adolescents is a field with limited previous evidence. This study aimed to review and synthesise studies on MSDs and HL as well as various dimensions of HL in adolescents.DesignScoping review in accordance with Arksey and O’Malleys framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.Search strategyThe search strategy was performed in the following databases in November 2021 (initial search) and December 2022 (updated search); Medline, EMBASE, PsychINFO, Cochrane, CINAHL, ERIC, Web of Science and Google Scholar. Eligible studies involving MSDs and HL or either of the HL dimensions related to finding, understanding, appraising or applying health information in adolescents were considered. Any dimension of HL studied, the outcome measure(s) used to assess HL and the type of MSD examined were charted, reviewed and synthesised. A directed content analysis was used for the subjective interpretation of text data.ResultsA total of 16 841 studies were identified and 33 were eligible for inclusion. Ten articles presented HL with a definition or description in the theoretical background. The remaining 23 studies involved finding, understanding, appraising or applying health information, without using the term ‘health literacy’. Most of the studies addressed how adolescentsunderstand(n=32), andapply(n=23) health information, while few studies focused on how theyfind(n=11) andappraise(n=7) musculoskeletal health information.ConclusionFew studies have addressed HL and MSDs in adolescents explicitly, while most studies have considered dimensions of HL. Our findings suggest that there is important work to be done to align conceptual understandings with the measurement of HL in adolescents and that further research should be carried out to explore how HL is distributed among adolescents with MSDs and how adolescents living with MSDs report their HL.
“…The present study adopted the term academic self-handicapping which was used to explain many of the academic aspects related to learner's personality. It revealed when the learner faces obstacles that prevent him from achieving his goals (Zarshenas et al, 2019). Academic self-handicapping is defined as "students' use of various strategies to justify their academic failures, as a means by which the relationship between academic performance and personality can be blurred" (Akin & Abaci, 2011, p. 33).…”
The study examined the predictive ability of self-control of academic self-handicapping among university students. The sample of the study consists of (130) students from a public university, selected randomly. To achieve the study objectives, a survey was employed to collect data. It included a self-control scale and an academic self-handicapping scale. The mean, standard deviation, t-test and multiple analysis regression were used to analyze the data. The results of the study revealed that academic self-handicapping and self-control levels among BAU students were moderate. There were no statistically significant differences in academic self-handicapping level due to gender, while there were differences in self-control level due to gender in favor of females. The results also revealed that self-control is a significant predictor of academic self-handicapping. The study recommended improving self-control especially among male students as it affects their low-level of self-handicapping.
Keywords: Academic self-handicapping; Jordanian universities; Self-control; Self-control among university students.
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