Predicting Social Adjustment and Academic ‎Self-handicapping among Adolescents through ‎Social Achievement Goals

Abstract

The goal of this study was to find out how well social achievement goals predict adolescent students' social adjustment and academic self-handicapping and if there are significant differences in social achievement goals based on gender and grade. To achieve the aims of the study, the researchers selected a sample of 300 male and female students from grades eight, nine, and ten in the schools of the Bani Kinana directorate in Irbid city in the most convenient way for the academic year 2019/2020. The social-achievement goals scale (Ryan and Shim, 2008), the academic self- handicapping scale (Midgley et al., 2000), and the social-adjustment scale prepared by the researchers were administered. The results showed that there were no statistically significant differences in the levels of demonstration- avoidance goals, demonstration- approach goals, and social- development goals due to the gender and grade variables. Also, the results revealed that the demonstration- approach goals and social-development goals directly predicted the social adjustment of students and explained %18 of the total variance, where demonstration-approach goals explained %15 of the variance of social adjustment and social-development goals explained %3 of that variance. Finally, the demonstration-based approach goals directly predicted academic self-handicapping and explained 6 percent of the total variance