Mediating Role of Goal Orientation in the Relationship between Attribution Style and Academic Self-Handicapping of Male and Female Students in Shahed Schools of Yasouj

Objective: The phenomenon of academic self-handicapping serves as a prevalent psychological challenge among individuals engaged in educational frameworks, thus attracting scholarly attention. The primary objective of this study was to elucidate the mediating role of goal orientation in the relationship between attributional style and academic self-handicapping among high school students. Methods: The research methodology employed in this investigation was of a descriptive correlational nature, utilizing structural equation modeling. The statistical population encompassed all male and female students enrolled in Shahed high schools located in Yasuj city during the year 2022, with the sample comprising 259 students who were selected through a random sampling technique. The instruments utilized for data collection included Schwinger and Stiensmeier-Pelster's Academic Self-Handicapping Scale, the Attributional Style Questionnaire developed by Patterson et al. and Elliot and McGregor's Achievement Goal Orientation Questionnaire. To evaluate the proposed model, structural equation modeling techniques were implemented. Results: The findings indicated that attributional styles serve as significant positive predictor of achievement goal orientation (β=+0.19, P<0.001). Additionally, achievement goal orientation was found to be a significant negative predictor of academic self-handicapping (β=-0.50, P<0.001). The association between attributional style and academic self-handicapping was also established as negative and significant (β=-0.30, P<0.001). An examination of the mediating effect revealed that achievement goal orientation plays a significant mediating role between attributional style and academic self-handicapping. Conclusions: Overall, the research findings substantiate the mediating role of achievement goal orientation in the linkage between attributional style and academic self-handicapping, thereby providing valuable insights for school counselors in the formulation of interventions aimed at mitigating academic self-handicapping behaviors among learners.