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Journal:   INTERNATIONAL JOURNAL OF SCHOOL HEALTH   JANUARY 2018 , Volume 5 , Number 1; Page(s) 0 To 0.
 
Paper: 

THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS

 
 
Author(s):  KAZEMI YAHYA*, NIKMANESH ZAHRA, KHOSRAVI MASOMEH, HASSANZADEH ZAHRA
 
* DEPARTMENT OF EDUCATION, UNIVERSITY OF SISTAN AND BALUCHESTAN, ZAHEDAN, IR IRAN
 
Abstract: 

Background: Self-esteem, attributional styles, and self-handicapping play key roles in students’ individual and social performances.
Through determining interactional relations among these factors, parents and schools can plan for improving students ‘performances.
Objectives: Hence, this study aimed to investigate the relationship of self-esteem and attributional styles with self-handicapping among primary school students.
Methods: The statistical population of this study comprised of 3rd to 5th grades of primary school students in Zahedan, during the 2015 - 2016 academic year. The research sample consisted of 365 primary students (154 boys and 211 girls) aged 9 to 11 years old who were selected using the random cluster sampling method. The research measurement tools were the Seligman et al. Children’s attributional style questionnaire, the rosenberg self-esteem scale, and the Midgley et al. self-handicapping scale. The statistical analyses were performed via SPSS16 using both descriptive and inferential statistics including the correlation test and the Inter regression analysis.
Results: The descriptive results indicated that the means of the pessimistic (9.15), optimistic (9.39) attribution styles, and self-handicapping (7.11) among the students were lower than the nominal mean of the questionnaires, however, the mean of self-esteem (31.20) was higher than the nominal mean score. Furthermore, results showed that self-handicapping was significantly and positively related to the pessimistic attribution style and it was significantly and negatively correlated with self-esteem. In addition, the results of the regression analysis showed that self-handicapping was a negative predictor of self-esteem (P
£0.001) and was a positive predictor of the pessimistic attributional style (P=0.03).
Conclusions: Therefore, given the obtained results, studentswhohad high self-esteem experienced low levels of self-handicapping.
Moreover, students who applied the optimistic attributional style had high academic achievement and low self-handicapping. In this regard, methods aimed at improving self-esteem and the optimistic attributional style can be used to promote students’ educational statuses.

 
Keyword(s): ATTRIBUTIONAL STYLES, SELF-ESTEEM, SELF-HANDICAPPING, STUDENT
 
 
References: 
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Click to Cite.
APA: Copy

KAZEMI, Y., & NIKMANESH, Z., & KHOSRAVI, M., & HASSANZADEH, Z. (2018). THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS. INTERNATIONAL JOURNAL OF SCHOOL HEALTH, 5(1), 0-0. https://www.sid.ir/en/journal/ViewPaper.aspx?id=570520



Vancouver: Copy

KAZEMI YAHYA, NIKMANESH ZAHRA, KHOSRAVI MASOMEH, HASSANZADEH ZAHRA. THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS. INTERNATIONAL JOURNAL OF SCHOOL HEALTH. 2018 [cited 2021May12];5(1):0-0. Available from: https://www.sid.ir/en/journal/ViewPaper.aspx?id=570520



IEEE: Copy

KAZEMI, Y., NIKMANESH, Z., KHOSRAVI, M., HASSANZADEH, Z., 2018. THE RELATIONSHIP OF SELF-ESTEEM AND ATTRIBUTIONAL STYLES WITH SELF-HANDICAPPING IN PRIMARY SCHOOLS. INTERNATIONAL JOURNAL OF SCHOOL HEALTH, [online] 5(1), pp.0-0. Available: https://www.sid.ir/en/journal/ViewPaper.aspx?id=570520.



 
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