Goal orientation and academic self-handicapping behaviors of Filipino students

• Main Authors: Camacho, Marielle Denise F., Hung, Peter Anthony T.
• Format: text
• Language: English
• Published: Animo Repository 2002
• Subjects: Goal (Psychology); Motivation in education; Students—Psychology; Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/4863
• Institution: De La Salle University

The researchers had two objectives in the study. First, was to find out whether there is a relationship between self-handicapping and students' goal orientation and second, was to further establish that with self-handicapping and goal orientations, the variables age and gender co-varies. The study made use of a descriptive research design. The variables that were investigated are self-handicapping, goal orientations, age and gender. There were 343 participants from Philippine Christian University and Rizal Technological University. The data was gathered through the use of two scales: the goal orientation scale and the self-handicapping scale. Pearson's Partial Correlation was used to determine the existing relationship. The results showed significance in the different variables namely Mastery and Performance goals. Academic Self-handicapping behavior, age and gender. The researchers found that academic self-handicapping behavior has a significant relationship on students' goal orientations, having age and gender as moderating variables. Therefore, the researchers concluded that if an individual is Mastery-oriented, then, the less likely that the individual self-handicaps because of having a low self-esteem. On the other hand, if an individual is Performance-oriented, the more likely that the individual self-handicaps because the individual's esteem is high. In addition, older children are more likely to self-handicap than younger children and males are more likely to do self-handicapping than females.