An Investigation into the Self-handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success

Abstract

The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the Faculty of Education at Uludağ University. The Self-Handicapping Scale (Akın, 2012), Academic Procrastination Scale (Çakıcı, 2003), and Locus of Control Scale (Dağ, 1991) were used as data collection tools. Data was analyzed via Pearson correlation analysis and multi linear regression. As a result of the correlation analyses, a positively significant relationship was determined between self-handicapping, the external locus of control and academic procrastination. As a result of the regression analysis, it was concluded that academic procrastination, the locus of control and academic success predicted self-handicapping in terms of their explanation rates, respectively. Educators and psychological counselors discussed this issue and they made suggestions in line with the findings.