ACADEMIC SELF-HANDICAPPING, SOCIO-DEMOGRAPHIC FACTORS AND PERSONALITY TRAITS AMONG UNDERGRADUATE STUDENTS OF AHMADU BELLO UNIVERSITY, ZARIA

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dc.contributor.authorLITVINOVA, Anna
dc.date.accessioned2016-08-08T08:19:04Z
dc.date.available2016-08-08T08:19:04Z
dc.date.issued2015-11
dc.descriptionA DISSERTATION SUBMITTED TO SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF REQUIREMENTS FOR THE AWARD OF MASTER’S DEGREE IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis research investigated academic self-handicapping among undergraduate students of Ahmadu Bello University, Zaria and its correlation with personality traits; also differences in students’ academic self-handicapping based on socio-demographic factors were investigated. Three instruments - Personal Information Inventory, Self-handicapping Scale and Big Five Inventory were used for collecting data among 440 undergraduate students of ABU from four faculties (Arts, Education, Engineering and Medicine). The collected data were analyzed by using Pearson Product Moment Correlation statistics, independent samples t-test and one-way Analysis of Variance. The results of data analyses revealed that academic self-handicapping has negative but not significant correlation with students extroversion, on the other hand, significant negative correlation exists between academic self-handicapping of undergraduates and their next personality traits - agreeableness, conscientiousness, openness to new experience (with r = -.322, -.317 and -.161 respectively), while with neuroticism this correlation is positive and significant (r = .439). No any significant differences in academic self-handicapping were established among undergraduates based on fathers’ level of education, gender and family size. Significant differences in academic self-handicapping were found on the base of mothers level of education, family structure, birth order, students age and course of study (with p = 0.024, 0.007, 0.040, 0.016 and 0.000 respectively). On the basis of these findings, this study made recommendations for teachers, parents and psychologist to pay more attention to student’s personality as one of the important factors affecting motivation and achievement. Special consideration should be given to neuroticism as one of the personality traits that affects choosing of unproductive coping strategies, including self-handicapping by students. Students from single parent family should be given special attention as a group at high risk for academic self-handicapping. Also management and lecturers from faculties with highest level of students self-handicapping (Faculties of Arts and Education) should be aware of this fact and take necessary measures for changing situation for better. The study also made recommendation for further research in the area of academic self-handicapping.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8361
dc.language.isoenen_US
dc.subjectACADEMIC SELF-HANDICAPPING,en_US
dc.subjectSOCIO-DEMOGRAPHIC FACTORS,en_US
dc.subjectPERSONALITY TRAITS,en_US
dc.subjectUNDERGRADUATE STUDENTS,en_US
dc.subjectAHMADU BELLO UNIVERSITY,en_US
dc.subjectZARIA,en_US
dc.titleACADEMIC SELF-HANDICAPPING, SOCIO-DEMOGRAPHIC FACTORS AND PERSONALITY TRAITS AMONG UNDERGRADUATE STUDENTS OF AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.typeThesisen_US
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