The Predictive Role of Academic Self-handicapping, Academic Identity, and Social Support on Academic Adjustment of University Students

Abstract

The research aimed to determine the predictive role of academic self-handicapping, academic identity, and social support in academic adjustment. It also sought to explore the relationships between academic self-handicapping, academic identity, social support, and academic adjustment among university students, while examining potential differences based on gender and academic discipline. The sample consisted of 320 students from various scientific and humanities disciplines at Kafr Elsheikh University. The four variables were measured using valid and reliable scales. Statistical methods, including Pearson's correlation, ANOVA, and regression analysis, were employed to analyze differences among students and to predict academic adjustment based on academic self-handicapping, academic identity, and social support. The predictive analysis demonstrated that academic self-handicapping, academic identity, and social support significantly contribute to predicting academic adjustment. Additionally, the results indicated positive relationships between academic adjustment, academic identity, and social support, while academic self-handicapping showed a negative correlation with academic identity, social support, and academic adjustment. No significant differences were found based on gender or academic discipline. Based on these findings, several recommendations and suggestions were proposed.