The relative contribution of the dimensions of achievement emotions and cognitive failure in predicting academic self-handicapping and academic success among a sample of university students.

Essa, Eman Khaled

doi:10.21608/edusohag.2024.279729.1452

The relative contribution of the dimensions of achievement emotions and cognitive failure in predicting academic self-handicapping and academic success among a sample of university students.

Document Type : Original Article

Author

Eman Khaled Essa

كلية التربية جامعة دمنهور

10.21608/edusohag.2024.279729.1452

Abstract

This study aimed to examine the correlation between the dimensions of achievement emotions and cognitive failure with both academic self-handicapping and academic success, as well as to reveal the relative contribution of each of the dimensions of achievement emotions and cognitive failure in predicting academic self-handicapping and academic success among university students, where the study total sample consisted of ( 205) male and female students enrolled in the College of Education for the academic year 2023/2024, The achievement emotions scale, the cognitive failure scale, the academic self-handicap scale, and the academic success scale were used. The results showed the existence of a statistically significant correlation between the variables of the study. They also indicated the possibility of predicting self-handicapping and academic success through the dimensions of achievement emotions and cognitive failure. They also indicated the absence of statistical significance between the study variables due to gender, while significant differences were found due to academic level.

Keywords