Effectiveness of Self-Determination Training on Self-Handicapping and Academic Procrastination among Students

Farokhro Jalili; Mozhgan  Arefi; Amir Ghamarani; Gholamreza Manshei

doi:10.61838/kman.jayps.5.9.13

Authors

Farokhro Jalili Assistant Professor, Department of Psychology and Counseling, Farhangian University, PO Box 889-14665, Tehran, Iran Author
Mozhgan Arefi Assistant Professor, Department of Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran Author https://orcid.org/0000-0002-9463-1422
Amir Ghamarani Assistant Professor, Department of Psychology, University of Isfahan, Isfahan, Iran Author https://orcid.org/0000-0002-0012-0753
Gholamreza Manshei Associate Professor, Department of Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran Author https://orcid.org/0000-0001-9468-3241

DOI:

https://doi.org/10.61838/kman.jayps.5.9.13

Keywords:

self-determination, self-handicapping, academic procrastination, students

Abstract

Objective: The present study was conducted to determine the effectiveness of self-determination training on self-handicapping and academic procrastination among students.

Methods and Materials: The present study is a quasi-experimental design with pre-test, post-test, and follow-up with a control group. The statistical population included all students studying at Farhangian University in Birjand at Imam Sajjad and Shahid Bahonar campuses in the academic year 2016-2017, totaling 1,950 individuals. The research sample included 40 students from Farhangian University who voluntarily enrolled and were randomly assigned to two groups of 20 each using a random numbers table. The experimental group participated in 12 sessions of 90 minutes each, one session per week over two months, undergoing an intervention program based on self-determination skills developed by the researchers based on Deci and Ryan's (1985) self-determination theory. The control group received no training during this period. The Jones and Rhodewalt (1982) Self-Handicapping Scale and the Solomon and Rothblum (1984) Academic Procrastination Scale were used to measure the variables. Data analysis was conducted using SPSS-23 software.

Findings: The results of multivariate covariance analysis indicated that self-determination skills training had a significant effect on reducing student self-handicapping (F=104.88) and academic procrastination (F=34.74) (p<0.001), and these results persisted in the follow-up phase.

Conclusion: Based on the findings, learning and applying self-determination skills by students can reduce self-handicapping and the occurrence of procrastination behaviors during their studies. Therefore, the results of this study have practical implications for psychologists and counselors at university counseling centers to utilize self-determination skills to reduce academic procrastination and self-handicapping among students.