ACADEMIC SELF-HANDICAPPING, ACADEMIC BUOYANCY, AND SELF-CONCEPT IN COLLEGE STUDENTS

Abstract

The purpose of the study was to investigate the relationship between academic self-handicapping, academic buoyancy, and self-concept in college students. A correlation design was used to gather data from (N = 300) college students both male and female with the age range of 17 to 20 (M= 17.59, SD = .81) years. This sample was selected by using convenient sampling and the study used already established measures such as Academic Self Handicapping Scale (Gupta, 2020) Academic Buoyancy Scale (Martin, 2008) and Questionnaire of Self Concept_18 (Deljos, 2022) for evaluation. The result showed academic buoyancy and self-concept had negative relationship with academic self-handicapping. While academic buoyancy was positively correlated with self-concept, suggesting that students who are more resilient in the educational setting have better self-perception or self-control. Moreover, academic self-handicapping and academic buoyancy was predicting the self-concept but academic buoyancy was not a mediator. These findings demonstrated that how self-concept and academic buoyancy can protector against self-defeating practices like self-handicapping. The study emphasizes how crucial it is to promote resilience and positive self-beliefs in academic interventions inevitable to enhance student performance.