The Predictive Ability of Cognitive Regulation Strategies for Emotions in Academic Self-Handicapping.

Abstract

This study aimed to investigate the level of academic self-handicapping, as well as to predict academic self-handicapping among Yarmouk University students through emotional cognitive regulation strategies. The study employed a predictive correlational methodology, with a sample consisting of (559) students from Yarmouk University, including (172) males and (387) females, selected using a convenient sampling method. The scales of Academic Self-Handicapping and the Emotional Cognitive Regulation Strategies were used.

The overall level of academic self-handicapping among the sample was moderate and the results also showed that emotional cognitive regulation strategies accounted for 10.80% of academic self-handicapping, with catastrophizing explaining (5.30%), positive reappraisal explaining (4.20%), and blaming others explaining (1.30%) of the total explained variance in the predictive model.