The role of self-concept, hope and academic support in predicting students' academic self-handicapping

Document Type : Research Paper

Authors

1 Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 M.A. of Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

10.22098/jsp.2025.15430.5895

Abstract

Objective: The present study was conducted with the aim of investigating the role of self-concept, hope and academic support in predicting students' academic self-disability.
Method: The research method was descriptive and correlational. The statistical population of the present study was made up of all the ninth grade female students of the first year of Soumesara city in the academic year of 2022-2023. The statistical sample consisted of 133 ninth grade female students who were selected through available sampling and answered the academic self-handicapping questionnaire, academic self-concept questionnaire, academic hope questionnaire and academic support questionnaire. The data obtained from the research was analyzed using Pearson's correlation coefficient and multiple regression and using SPSS 22 software.
Results: The results showed that there is a significant negative correlation between academic self-concept, academic hope and academic support with students' academic self-handicapping. Also, there is a negative and significant correlation between the academic support component from parents and students' academic self-disability. The results of simultaneous regression analysis showed that academic self-concept and academic hope play a significant role in predicting academic self-handicapping of students, but academic support did not play a significant role in predicting academic self-handicapping.
Conclusion: It can be concluded that by increasing academic self-concept, academic hope and academic support, students' academic self-handicapping decreases.

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Journal of School Psychology
Volume 14, Issue 3
October 2025

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