AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ
Özet
The aim of this study was to investigate the relationship among academic locus of control, achievement goal orientations and self-handicapping levels. The population of the study consisted of the students studying at the Faculty of Muallim Rıfat Education at Kilis 7 Aralik University in 2018-2019 academic year. Since it is possible to reach all students studying in the Faculty, no sampling has been made. In this context, analyses were carried out with data obtained from 286 students who volunteered to participate in the study. As a result of the study, it was determined that academic external locus of control and performance-avoidance orientation significantly predicted self-handicapping levels of university students in a positive way, and learning-approach orientations significantly predicted in a negative way. Academic internal locus of control, learning-avoidance orientation and performance-approach orientation did not significantly predict students' self-handicapping levels. Finally, it has been concluded that approximately 29% of the variance in the self-handicapping level of university students can be explained by the students' academic external locus of control, learning approach and performance-avoidance orientations.
Anahtar Kelimeler
Self-handicapping, academic locus of control, achievement goal orientation.