Develop a causal model of self-handicapping syndrome based on negative self-assessment, intolerance of ambiguity, and cognitive avoidance with the mediating role of academic procrastination
Subject Areas : روان درمانگری
1 - department of psychology- university of maragheh
Keywords: self-handicapping, Academic Procrastination, Cognitive avoidance, intolerance of ambiguity, negative self-assessment,
Abstract :
This study aimed to compile the causal model of self-handicapping syndrome based on negative self-assessment, intolerance of am- biguity, and cognitive avoidance with the mediating role of academic procrastination. The research method was a correlation and structural equation model. The statistical population of this study consisted of all students at the Islamic Azad University of Maragheh in the number of 700 students in the academic year 2019-2020. From the mentioned population, 248 people were selected as a sample by multi- stage cluster sampling method. These number of people answered the Self-Handicapping Questionnaire (Midgley & Urdan, 2001), the Negative Self-Evaluation Questionnaire (Leary, 1983), the Ambiguity Tolerance Scale (McLean, 1993), the Cognitive Avoidance Questionnaire (Sexton & Dugas, 2008), and the Academic Procrastination Questionnaire (Solomon & Rothbhum, (1984). Path analysis and Pearson correlation coefficient were used to answer the research hypotheses. In addition, the mediating role of academic procrastination between self-disability, negative self-as- sessment, ambiguity intolerance, and cognitive avoidance was confirmed (P<0.05). Therefore, intolerance of ambiguity, negative self-assessment, and cognitive avoidance through academic procrastination affect students’ self-handicapping.
References:
Ahmadi Tahor Soltani, M., & Najafi, M. (2011). Compar- ison of metacognitive beliefs and ambiguity tolerance in addicts, smokers and normal people. Clinical Psy- chology, 3(4), 59-67. [In Persian].
Athulya, J., Sudhir, P. M., & Philip, M. (2016). Procras- tination, perfectionism, coping and their relation to dis- tress and self-esteem in college students. Journal of the Indian Academy of Applied Psychology, 42(1), 82-98.
Azarabadegan, F., & Asghari Ebrahimabad, M. J. (2018). Prediction of academic procrastination, self-handicap- ping and stress caused by academic expectations in students. New Educational Thoughts, 14(3), 116-199. [In Persian].
Bartels, J. M., & Herman, W. E. (2011). Fear of failure, self-handicapping, and negative emotions in response to failure. Poster presented at the 23rd Annual Con- vention of the Association for Psychological Science (APS) Washington, D.C., U.S.A. Date of Presentation: May 28, 2011.
Barutçu Yıldırım, F., & Demir, A. (2020). Self-handicap- ping among university students: The role of procras- tination, test anxiety, self-esteem, and self-compas- sion.Psychological Reports,123(3), 825-843.
Basaknejad, S., Moini, N., & Mehrabizadeh, M. (2010). The relationship between retrospective processing and cognitive avoidance with social anxiety in students. Behavioral Sciences, 4(4) 340-335. [In Persian].
Berglas, S., & Jones, E. E. (1978). Drug choice as a self-hand- icapping strategy in response to noncontingent success.
Flett, A. L., Haghbin, M., & Pychyl, T. A. (2016). Procras- tination and depression from a cognitive perspective: An exploration of the associations among procrasti- natory automatic thoughts, rumination, and mindful- ness.Journal of Rational-Emotive & Cognitive-Be- havior Therapy, 34(3), 169-186.
Gravand, F., Shukri, O., Khodei, A., & Omarai, M, & Tou- labi, S. (2011). Normization, validity and reliability of the short version of fear of negative evaluation scale in 12-18-year-old students in Tehran. Psychological Studies, 7(1), 65-96. [In Persian].
Hamidpour, H., Akbari, M., & Andooz, Z. (2009). The psychometric properties of the Scale of Intolerance Negative Orientation to the problem, (WWQ-II) Why Worry Questionnaire-2, (IUS) dilemmas. (PSWQ) and Penn State Worry Questionnaire (CAQ) Inventory Cognitive Avoidance.
Harrington, N. (2005). Its too difficult, frustration intol- erance beliefs and procrastination. Personality and Individual Differences, 39, 873-883.
Hashemi Sheikh Shabani, E. (2001). Investigating the relationship between some important antecedents related to academic self-handicapping and its re- lationship with selected outcomes in first-year male students of Ahvaz high schools. Master’s thesis, Shahid Chamran University, Ahvaz. [In Persian].
Herman, M. J., Stevens, M. J., Bird, A., Mendenhall, G., & Oddou, G. (2010). The tolerance for am- biguity scale: toward a more refined measure for international management research. International Journal of Intercultural Relations, 14, 58- 65.
Hirt, E. R., Deppe, R. K., & Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981–991.
Hosseinzadeh Firouzabad, Y., Bassak Nejad, S., & Davoudi, I. (2017). Prediction of subscale test anxie- ty considering behavioral procrastination, decisional procrastination and cognitive avoidance in universi- ty students. Iranian Journal of Pschiatry and Ckini- cal Psychology, 23 (4), 424-437. [In Persian].
Laki, D., Shukri, O., Sepah Mansour, M., & Ebrahimi, S. (2017). The relationship between academic resilience and cognitive evaluations with academic self-hand-
JournalofPersonalityandSocialPsychology,36(4),405-417.
Blunt, A., & Pychyl, A. T. (2005). Project systems of pro- crastinators: A personal project-analytic and action control perspective. Personality and Individual Differ- ences, 38, 1771–1780.
Bogels S. M., & Mansell, W. (2004). Attentional process- es in the maintenance and treatment of social phobia: Hyperactive vigilance, avoidance and self- focused at- tention. Clininical Psychology Reviw, 24(7), 827-856.
Brookhart, S., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: An action research study of student self-assess- ment. Educational Studies in Mathematics, 57(2), 213-227
Buhr, K., & Dugas, M. J. (2002). The intolerance of uncer- tainty scale: Psychometric properties of the English ver- sion. Behavior Research and Therapy, 40(8), 931-945.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learn- ing and Individual Differences, 36, 165-172.
Craven, M. (2015). Effects of self-focused attention and fear of evaluation on anxiety and perception of speech performance. A thesis presented to the faculty of the college of Arts and Sciences, Ohio University.
Diaz-Morales, F. J., Cohen, R. J., & Ferrari, R. J. (2008). An integrated view of personality styles related to avoidant procrastination. Personality and Individual Differences, 45, 554–558.
Dupree Shilelds, C. (2007). The relationship between goal orientation, parenting style, and self-handicapping in adolescents. Unpublished doctoral dissertation. Uni- versity of Alabama: Alabama.
Eley, D. S., Leung, J. K., Campbell, N., & Cloninger, C. R. (2017). Tolerance of hgd, perfectionism and resilience are associated with personality profiles of medical students ori- ented to rural practice. Medical Teacher, 39(5), 512-519.
Ellis, A., & Knaus, W. J. (2002). Overcoming procrastina- tion. Revised edition. New York, New American Library.
Fahimi, S., MahmoudAlilou, M., Rahim Khanali, M., Fakhari,
A., & Hamidpour, Sh. (2013). Intolerance of ambiguity as
a predisposing feature of generalized anxiety disorders, obsessive-compulsive disorder, and panic disorder. Be- 420 havioral Science Research, 11(4),233-244 . [In Persian].
RezapourMirsaleh, Y., Najibi, S., & Mousavi, Z. (2017). The Relationship of Attitude toward Father and Family Obligation with Academic Procrastination in Warfare Victims’ Children. Quarterly Journal of Educational Psychology, 7(3), 199-212. [In Persian].
Rhodewalt, F. & Vohs, K. (2005). Defensive strategies, motivation, and the self: A self-regulatory process view. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 548-565). New York: Guilford Press.
Sexton, K. A., & Dugas, M. J. (2008). The cognitive avoid- ance questionnaire: Validation of the English transla- tion. Journal of Anxiety Disorders, 22(3), 355-370.
Solomon, L.J., & Rothbhum, E. D. (1984). Acade mic pro- crastination: frequency and cognitive – behavioral cor- relates. Journal of Counseling Psychology, 31, 503-209.
Steel, P. (2007). The nature of procrastination: A meta-an- alytic and theoretical review of quintessential self-reg- ulatory failure. Psychological Bulletin, 133(1), 65–4.
Taylor, J., & Wilson, J. C. (2016). Failing time after time: time perspective, procrastination, and cognitive reap- praisal in goal failure. Journal of Applied Social Psy- chology, 46(10), 557-564.
Urdan, T. & Midgley, C. (2001). “Academic self-handi- capping: What we know, what more there is to learn?” Educational Psychology Review, 13, 115-138.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacogni- tion and Learning, 12(2), 381-399.
Wegner, D. M & .Zanakos, S. (1994). Chronic thought suppression. Journal of Personality, 62, 615-640
Yildiz, B., & Iskender, M. (2019). The secure attachment style-oriented psycho-educational program for reduc- ing intolerance of uncertainty and academic procrasti- nation. Current Psychology, 40 (2), 1-14
Zhao, J., Song, F., Chen, Q., Li, M., Wang, Y., & Kong, F. (2018). Linking shyness to loneliness in Chinese adolescents: The mediating role of core self-evaluation and social support. Personality and Individual Differences, 125, 140-144.
421 Zukerman, N., & Tsai, F. F. (2005). Costs of self-handicap- ping. Journal of Personality, 73(2), 411-442.
icapping: The mediating role of progress emotins. Developmental psychology: Iranian Psychologists, 14 (55), 329-341. [In Persian].
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press
Leary, R. M, (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9, 371-375.
Lupien, S. P., Seery, M. D., & Almonte, J. L. (2010). Dis- crepant and congruent high self-esteem: Behavioral self-handicapping as a preemptive defensive strategy. Journal of Experimental Social Psychology, 46(6), .1108–1105
Mahmoudzadeh, R., & Mohammadkhani, S. H. (2016). The mediating role of cognitive avoidance and anxiety in the relationship between negative perfectionism and procrastination, Psychological Achivements, 23(1), 73-97. [In Persian].
McDonald, B. & Boud, D. (2003). The impact of self-as- sessment on achievement: The effects of self-assess- ment training on performance in external examina- tions. Assessment in Education: Principles, Policy and Practice, 10(2), 209-220.
McLain, D. L. (1993). The MSTAT-I: A new measure of an individual’s tolerance for ambiguity. Educational and Psychological Measurement, 53(1), 183-189.
McLain, D. L., Kefallonitis, E., & Armani, K. (2015). Am- biguity tolerance in organizations: Definitional clarifi- cation and perspectives on future research. Frontiers in Psychology, 6, 344.
Midgley, C., & Urdan, T. (2001). Academic self-handicap- ping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75.
Muñoz-Olano, J. F., & Hurtado-Parrado, C. (2017). Effects of goal clarification on impulsivity and academic pro- crastination of college students. Revista Latinoameri- cana de Psicología.
Raoof, K., Khademi Ashkzari, M., & Naghsh, Z. (2019). Relationship between perfectionism and academ- ic procrastination: the mediating role of academic self-efficacy, self-esteem and academic self-handi- capping. The Journal of New Thoughts on Educa- tion,15(1), 207-236. [In Persian].
coping, academic performance, and adjustment. Journal Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). ofPersonalityandSocialPsychology,74(6),1619-1628. Consequences of self-handicapping: Effects on
Ahmadi Tahor Soltani, M., & Najafi, M. (2011). Compar- ison of metacognitive beliefs and ambiguity tolerance in addicts, smokers and normal people. Clinical Psy- chology, 3(4), 59-67. [In Persian].
Athulya, J., Sudhir, P. M., & Philip, M. (2016). Procras- tination, perfectionism, coping and their relation to dis- tress and self-esteem in college students. Journal of the Indian Academy of Applied Psychology, 42(1), 82-98.
Azarabadegan, F., & Asghari Ebrahimabad, M. J. (2018). Prediction of academic procrastination, self-handicap- ping and stress caused by academic expectations in students. New Educational Thoughts, 14(3), 116-199. [In Persian].
Bartels, J. M., & Herman, W. E. (2011). Fear of failure, self-handicapping, and negative emotions in response to failure. Poster presented at the 23rd Annual Con- vention of the Association for Psychological Science (APS) Washington, D.C., U.S.A. Date of Presentation: May 28, 2011.
Barutçu Yıldırım, F., & Demir, A. (2020). Self-handicap- ping among university students: The role of procras- tination, test anxiety, self-esteem, and self-compas- sion.Psychological Reports,123(3), 825-843.
Basaknejad, S., Moini, N., & Mehrabizadeh, M. (2010). The relationship between retrospective processing and cognitive avoidance with social anxiety in students. Behavioral Sciences, 4(4) 340-335. [In Persian].
Berglas, S., & Jones, E. E. (1978). Drug choice as a self-hand- icapping strategy in response to noncontingent success.
Flett, A. L., Haghbin, M., & Pychyl, T. A. (2016). Procras- tination and depression from a cognitive perspective: An exploration of the associations among procrasti- natory automatic thoughts, rumination, and mindful- ness.Journal of Rational-Emotive & Cognitive-Be- havior Therapy, 34(3), 169-186.
Gravand, F., Shukri, O., Khodei, A., & Omarai, M, & Tou- labi, S. (2011). Normization, validity and reliability of the short version of fear of negative evaluation scale in 12-18-year-old students in Tehran. Psychological Studies, 7(1), 65-96. [In Persian].
Hamidpour, H., Akbari, M., & Andooz, Z. (2009). The psychometric properties of the Scale of Intolerance Negative Orientation to the problem, (WWQ-II) Why Worry Questionnaire-2, (IUS) dilemmas. (PSWQ) and Penn State Worry Questionnaire (CAQ) Inventory Cognitive Avoidance.
Harrington, N. (2005). Its too difficult, frustration intol- erance beliefs and procrastination. Personality and Individual Differences, 39, 873-883.
Hashemi Sheikh Shabani, E. (2001). Investigating the relationship between some important antecedents related to academic self-handicapping and its re- lationship with selected outcomes in first-year male students of Ahvaz high schools. Master’s thesis, Shahid Chamran University, Ahvaz. [In Persian].
Herman, M. J., Stevens, M. J., Bird, A., Mendenhall, G., & Oddou, G. (2010). The tolerance for am- biguity scale: toward a more refined measure for international management research. International Journal of Intercultural Relations, 14, 58- 65.
Hirt, E. R., Deppe, R. K., & Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981–991.
Hosseinzadeh Firouzabad, Y., Bassak Nejad, S., & Davoudi, I. (2017). Prediction of subscale test anxie- ty considering behavioral procrastination, decisional procrastination and cognitive avoidance in universi- ty students. Iranian Journal of Pschiatry and Ckini- cal Psychology, 23 (4), 424-437. [In Persian].
Laki, D., Shukri, O., Sepah Mansour, M., & Ebrahimi, S. (2017). The relationship between academic resilience and cognitive evaluations with academic self-hand-
JournalofPersonalityandSocialPsychology,36(4),405-417.
Blunt, A., & Pychyl, A. T. (2005). Project systems of pro- crastinators: A personal project-analytic and action control perspective. Personality and Individual Differ- ences, 38, 1771–1780.
Bogels S. M., & Mansell, W. (2004). Attentional process- es in the maintenance and treatment of social phobia: Hyperactive vigilance, avoidance and self- focused at- tention. Clininical Psychology Reviw, 24(7), 827-856.
Brookhart, S., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: An action research study of student self-assess- ment. Educational Studies in Mathematics, 57(2), 213-227
Buhr, K., & Dugas, M. J. (2002). The intolerance of uncer- tainty scale: Psychometric properties of the English ver- sion. Behavior Research and Therapy, 40(8), 931-945.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learn- ing and Individual Differences, 36, 165-172.
Craven, M. (2015). Effects of self-focused attention and fear of evaluation on anxiety and perception of speech performance. A thesis presented to the faculty of the college of Arts and Sciences, Ohio University.
Diaz-Morales, F. J., Cohen, R. J., & Ferrari, R. J. (2008). An integrated view of personality styles related to avoidant procrastination. Personality and Individual Differences, 45, 554–558.
Dupree Shilelds, C. (2007). The relationship between goal orientation, parenting style, and self-handicapping in adolescents. Unpublished doctoral dissertation. Uni- versity of Alabama: Alabama.
Eley, D. S., Leung, J. K., Campbell, N., & Cloninger, C. R. (2017). Tolerance of hgd, perfectionism and resilience are associated with personality profiles of medical students ori- ented to rural practice. Medical Teacher, 39(5), 512-519.
Ellis, A., & Knaus, W. J. (2002). Overcoming procrastina- tion. Revised edition. New York, New American Library.
Fahimi, S., MahmoudAlilou, M., Rahim Khanali, M., Fakhari,
A., & Hamidpour, Sh. (2013). Intolerance of ambiguity as
a predisposing feature of generalized anxiety disorders, obsessive-compulsive disorder, and panic disorder. Be- 420 havioral Science Research, 11(4),233-244 . [In Persian].
RezapourMirsaleh, Y., Najibi, S., & Mousavi, Z. (2017). The Relationship of Attitude toward Father and Family Obligation with Academic Procrastination in Warfare Victims’ Children. Quarterly Journal of Educational Psychology, 7(3), 199-212. [In Persian].
Rhodewalt, F. & Vohs, K. (2005). Defensive strategies, motivation, and the self: A self-regulatory process view. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 548-565). New York: Guilford Press.
Sexton, K. A., & Dugas, M. J. (2008). The cognitive avoid- ance questionnaire: Validation of the English transla- tion. Journal of Anxiety Disorders, 22(3), 355-370.
Solomon, L.J., & Rothbhum, E. D. (1984). Acade mic pro- crastination: frequency and cognitive – behavioral cor- relates. Journal of Counseling Psychology, 31, 503-209.
Steel, P. (2007). The nature of procrastination: A meta-an- alytic and theoretical review of quintessential self-reg- ulatory failure. Psychological Bulletin, 133(1), 65–4.
Taylor, J., & Wilson, J. C. (2016). Failing time after time: time perspective, procrastination, and cognitive reap- praisal in goal failure. Journal of Applied Social Psy- chology, 46(10), 557-564.
Urdan, T. & Midgley, C. (2001). “Academic self-handi- capping: What we know, what more there is to learn?” Educational Psychology Review, 13, 115-138.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacogni- tion and Learning, 12(2), 381-399.
Wegner, D. M & .Zanakos, S. (1994). Chronic thought suppression. Journal of Personality, 62, 615-640
Yildiz, B., & Iskender, M. (2019). The secure attachment style-oriented psycho-educational program for reduc- ing intolerance of uncertainty and academic procrasti- nation. Current Psychology, 40 (2), 1-14
Zhao, J., Song, F., Chen, Q., Li, M., Wang, Y., & Kong, F. (2018). Linking shyness to loneliness in Chinese adolescents: The mediating role of core self-evaluation and social support. Personality and Individual Differences, 125, 140-144.
421 Zukerman, N., & Tsai, F. F. (2005). Costs of self-handicap- ping. Journal of Personality, 73(2), 411-442.
icapping: The mediating role of progress emotins. Developmental psychology: Iranian Psychologists, 14 (55), 329-341. [In Persian].
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press
Leary, R. M, (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9, 371-375.
Lupien, S. P., Seery, M. D., & Almonte, J. L. (2010). Dis- crepant and congruent high self-esteem: Behavioral self-handicapping as a preemptive defensive strategy. Journal of Experimental Social Psychology, 46(6), .1108–1105
Mahmoudzadeh, R., & Mohammadkhani, S. H. (2016). The mediating role of cognitive avoidance and anxiety in the relationship between negative perfectionism and procrastination, Psychological Achivements, 23(1), 73-97. [In Persian].
McDonald, B. & Boud, D. (2003). The impact of self-as- sessment on achievement: The effects of self-assess- ment training on performance in external examina- tions. Assessment in Education: Principles, Policy and Practice, 10(2), 209-220.
McLain, D. L. (1993). The MSTAT-I: A new measure of an individual’s tolerance for ambiguity. Educational and Psychological Measurement, 53(1), 183-189.
McLain, D. L., Kefallonitis, E., & Armani, K. (2015). Am- biguity tolerance in organizations: Definitional clarifi- cation and perspectives on future research. Frontiers in Psychology, 6, 344.
Midgley, C., & Urdan, T. (2001). Academic self-handicap- ping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75.
Muñoz-Olano, J. F., & Hurtado-Parrado, C. (2017). Effects of goal clarification on impulsivity and academic pro- crastination of college students. Revista Latinoameri- cana de Psicología.
Raoof, K., Khademi Ashkzari, M., & Naghsh, Z. (2019). Relationship between perfectionism and academ- ic procrastination: the mediating role of academic self-efficacy, self-esteem and academic self-handi- capping. The Journal of New Thoughts on Educa- tion,15(1), 207-236. [In Persian].
coping, academic performance, and adjustment. Journal Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). ofPersonalityandSocialPsychology,74(6),1619-1628. Consequences of self-handicapping: Effects on