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Autor/inn/enGupta, Savita; Geetika
TitelAcademic Self-Handicapping Scale: Development and Validation in Indian Context
QuelleIn: International Journal of Instruction, 13 (2020) 4, S.87-102 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1694-609X
SchlagwörterSelf Destructive Behavior; Measures (Individuals); Secondary School Students; Test Validity; Test Construction; Academic Achievement; Test Reliability; Foreign Countries; Student Behavior; Questionnaires; India
AbstractSelf-handicapping is a commonly utilized strategy to manage the menace to self-esteem, which gets evoked by failing fear in academic achievement. The main aim of current study was to develop and validate academic self-handicapping scale. This scale was developed for measuring self-handicapping among secondary school students. The study sample comprised three hundred thirty secondary school students. Sample was chosen via using random sampling technique. Opinions of expert were collected to check the scale content and face validity. Factor analysis was done on responses of the sample. The findings concluded that academic self-handicapping can be disintegrated into two factors i.e. behavioural self-handicapping and claimed self-handicapping. Cronbach's alpha of academic self-handicapping ([alpha]= 0.917), the internal consistency indices represented good internal reliability. The results unveiled the existence of significant psychometric features of constructed questionnaire (As Provided).
AnmerkungenInternational Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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