إعاقة الذات الأكاديمية و علاقتها بتوجهات الأهداف لدى طالبات الدراسات العليا بجامعة أم القر ى

Abstract EN

This research aims to discover the level of academic self-handicapping and goal orientations in sample of students of higher studies.

Also, It aims to recognize the relationship between academic self-handicapping and goal orientations, and discover the differences in goal orientations according to the levels of academic self-handicapping.

The sample consisted of (184) students of higher studies at Umm al-Qura University, have applied the academic self-handicapping scale of Direen 2005, the goal orientations scale of Abu Ghazal Al-Hamouri & Al-Ajlouni (2013).

The results indicated that there is average level of academic self-handicapping and the most common goal orientations are performance/approach, then mastery/approach and finally performance/ avoidance.

The results showed that there is a negative significant relationship between academic self-handicapping and mastery/approach goals but there is a positive significant relationship between academic self-handicapping and performance/approach, performance/ avoidance goals.

In addition, there are statistically significant differences in goal orientations unless mastery/ approach goals according to the levels of academic self-handicapping in favor of high level.

According to the study’s results the researchers recommended to make training courses that help get rid of the behaviors of academic self-handicapping, establishing awareness programs to familiarize students with the types of goals and their impact on performance.