The Structural model of self-handicapping based on a sense of responsibility mediated by education satisfaction

Shahideh, Maryam; Jajarmi, Mahmood; Mohammadipoor, Mohammad

مجله رویش روا‌ن‌شناسی از دادن گواهی‌های کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.

year 14, Issue 6 (summer 2025 2025) Rooyesh 2025, 14(6): 131-140 | Back to browse issues page

Mendeley

Zotero

RefWorks

Shahideh M, Jajarmi M, Mohammadipoor M. (2025). The Structural model of self-handicapping based on a sense of responsibility mediated by education satisfaction. Rooyesh. 14(6), 131-140.
URL: http://frooyesh.ir/article-1-6372-en.html

The Structural model of self-handicapping based on a sense of responsibility mediated by education satisfaction

Maryam Shahideh¹

, Mahmood Jajarmi ^*²

, Mohammad Mohammadipoor³

1- PhD Student, Department of Counseling, Boj.C., Islamic Azad University, Bojnourd, Iran.
2- Assistant Professor, Department of Counseling, Boj.C., Islamic Azad University, Bojnourd, Iran. , Mahmoud.jajarmi@iau.ac.ir
3- Associate Professor, Professor, Department of Counseling, Boj.C., Islamic Azad University, Bojnourd, Iran.

Abstract: (7 Views)

This study aimed to evaluate the structural model of self-handicapping based on a sense of responsibility mediated by education satisfaction. The method of this descriptive-correlational study was structural equation modeling. The statistical population of this study was female high school students in the second year of 2024 in Esfarayen city; in this study, the final sample was 350 people; sampling was collected using a multi-stage cluster random method. To collect data, the Self-Handicapping Scale (ASHS; Jones & Rhodewalt, 1982), Sense of Responsibility Questionnaire (SRQ; Gafe, 1951), and the Academic Satisfaction Questionnaire (ASQ; Leant et al., 2009) were used. Data analysis was performed using structural equation modeling. The proposed model had a good fit. The findings also showed that responsibility and education satisfaction had a negative direct effect on self-handicapping; Also, responsibility had a positive and significant direct effect on education satisfaction (P<0.05). The results of the bootstrap test showed that education satisfaction had a mediating role between responsibility and self-handicapping (P<0.05). Overall, the findings showed that the sense of responsibility directly and through the mediation of education satisfaction had an effect on the self-handicapping of female students.

Keywords: Education Satisfaction, Self-Handicapping, Responsibility.

Full-Text [PDF 565 kb] (2 Downloads)

Type of Article: Research | Subject: Clinical Psychology
Received: 2025/06/18 | Accepted: 2025/07/8 | ePublished: 2025/09/1