The Role of Academic Self-Handicapping Behaviors in School Belongingness Among Students with the Mediating Role of Academic Hardiness and Academic Adjustment

Abstract

Objective: A sense of school belonging can positively influence adolescents' self-perception, their perception of others, effective communication, and responsibility towards school. This study aimed to develop a structural equation model predicting school belonging based on academic self-handicapping with the mediating role of academic hardiness and academic adjustment among middle school students.

Methods and Materials: This descriptive and correlational study employed structural equation modeling. The statistical population included all middle school students attending public schools in Tehran during the 2021-2022 academic year. The research sample consisted of 300 students selected through convenience sampling and participated in the study online. Research instruments included the School Belonging Questionnaire (Barry et al., 2004), Academic Self-Handicapping Scale (Schwinger & Stiensmeier-Pelster, 2011), Academic Hardiness Scale (Benishek & Lopez, 2005), and Academic Adjustment Questionnaire (Trapp et al., 1953). After data collection, the proposed model was evaluated using Pearson correlation coefficients and structural equations through SPSS 24 and LISREL 8.8 software.

Findings: The results indicated that all three variables—academic self-handicapping (-0.18), academic hardiness (0.49), and academic adjustment (0.32)—had a direct and significant effect on school belonging. Additionally, there was a direct and significant relationship between school belonging and academic self-handicapping behaviors (-2.47).

Conclusion: Reducing academic self-handicapping behaviors, enhancing academic adjustment, and fostering academic hardiness significantly contribute to predicting students' sense of school belonging.