The relative contribution of Academic Identity in predicting Self-Handicapping and Academic Buoyancy among University students

Khalefa, Siham Mohamed Abdel Fattah

doi:10.21608/edusohag.2022.265444

The relative contribution of Academic Identity in predicting Self-Handicapping and Academic Buoyancy among University students

Document Type : Original Article

Author

Siham Mohamed Abdel Fattah Khalefa

Department of Educational Psychology - Girls' College - Ain Shams University - Arab Republic of Egypt

10.21608/edusohag.2022.265444

Abstract

The aim was to find out the correlation between Academic Identity (AI) and both Self –Handicapping (SH) and Academic Buoyancy (AB) ,and the correlation between Academic Achievement and AI,SH,AB, explore the impact of Academic Major and Grade of study and the interaction between them on AI,and quantify The relative contribution of AI in predicting SH and AB. The Participants were (675) students from 1^st to 4^th grades of scientific and literary majors, aged (20.38±1.65) years. tools: AI scale, SH scale and AB scale.The results revealed the presence of significant correlation between AI and its statuses and SH, and significant correlation between Achieved, Moratorium,and Diffused AI, and AB,and significant differences between high and low academic achievement students in the Achieved AI in favor of the high achievers and in the Foreclosed and Diffused AI in favor of the low achievers. And no significant differences between them in SH and AB,and significant differences in the Achieved and Foreclosed AI due to Academic Major and grade of study, and the presence of an effect of interaction between them. AI statuses predicted SH and explained 54% of its variance, and both of Acheived and Moratorium AI predicted AB and explained 53% of its variance.

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