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Structural Model of Self-handicapping based on Academic Well-being mediated by Education Satisfaction among Female Students in the Upper Secondary Level During the 2025 Academic Year
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Maryam Shahideh   , Mahmood Jajarmi , Mohammad Mohammadipoor |
| , Mahmoud.jajarmi@iau.ac.ir |
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Abstract: (19 Views) |
Introduction: Self-handicapping can reduce students' academic performance. This study aimed to determine the structural model of self-handicapping among students, with academic well-being mediated by education satisfaction.
Method: The present study was a descriptive cross-sectional study. The statistical population of this study was regular female high school students in the second year of 2025 in Esfarayen city, North Khorasan province. The final sample was 350 people, and sampling was conducted using a multi-stage cluster random sampling method. The Self-Handicapping Scale (ASHS), Academic Well-being Questionnaire (AWQ), and Academic Satisfaction Questionnaire (ASQ) were used to collect data. Data analysis was performed using structural equation modeling in SPSS-24 and AMOS-24 software.
Results The proposed model had a good fit (df/2=2.06, CFI=0.98 and RMSEA=0.07). The results showed that academic well-being (β=-0.65, P=0.01) and education satisfaction had a negative direct effect (β=-0.20, P=0.01) on self-handicapping; also, academic well-being had a positive direct and significant effect on education satisfaction (β=-0.69, P=0.01). The results of the bootstrap test showed that education satisfaction (β=-0.14, P=0.01) had a negative and significant mediating role between academic well-being and self-handicapping.
Conclusion: Overall, the findings showed that academic well-being had a direct effect on self-handicapping among female students, mediated by education satisfaction. According to the present findings, it is recommended to hold educational workshops with the aim of improving academic well-being and educational satisfaction for students.
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| Keywords: Students, Self-Handicapping, Education Satisfaction, Well-Being |
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Full-Text [PDF 645 kb]
(7 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2025/10/18 | Accepted: 2025/12/2 | Published: 2025/11/1
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