ملخص الجهاز:
Self-handicapping is defined as any act or its theme that allows a person to attribute his/her failure to external factors and success to internal factors (McCrea, Hirt, Hendrix, Milner, & Steele, 2008).
Several studies have reported that self-handicapping has negative effects on academic performance and loss of intrinsic motivation (Schwinger & Stiensmeier-Pelster, 2011).
A number of studies have addressed the factors of self-handicapping and identified many of them, including personal achievement goals, classroom goal structure, teachers and parents’ objectives, educational efficiency, and school suspicion (Shokrkon, Hashemi Seikhshabani & Najarian, 2005).
The results of Pearson correlation, depicted in Table 2, indicate that the relationship between self-handicapping and quality of life (except for social support and bully- ing) among elementary students is significantly negative.
For example,results of the current research are consistent with the studies of Drewnowski and Evants (2001), which em- phasized on the quality of life as the primary goal; Phil- ips (2006) that indicated quality of life is influenced by individual’s performance; Zuckerman and Tsai’s (2005), which reported that self-handicapping would worsen stu- dents’ health and mental well-being; Rezaei, Ohadi, Pasha Sharifi, and Karimi’s (2007), which stated that the quality of life reduces students’ destructive behaviors; citation of Coudevylle, Gernigon, and Ginis, (2011), that long-term use of self-support strategies may reduce psychological well-being; Barzegar and Khezri’s (2012) as well as Gad- bois and Sturgeon’s (2011) view that self-handicapping is used for weak performance in doing homework; and some other similar studies such as Elliot and Church (2003); Martin, Marsh and Debus (2003).
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