PROCRASTINATION AND SELF-ESTEEM AS PREDICTORS OF SELF-HANDICAPPING AMONG DEAN’S LISTERS

Cristy Grace A. Ngo, Christein Clare B. Baptista, Hans Christian L. Caballero, Cindy B. Lorejo

Abstract


This descriptive-correlational research delved into the interplay among procrastination, self-esteem, and self-handicapping among dean’s listers of teacher education students, with a focus on self-handicapping tendencies and academic performance. Survey questionnaires served as the primary data collection method, enabling the assessment of procrastination and self-esteem levels through descriptive statistics—multiple regression analysis identified predictors of self-handicapping while Pearson correlation coefficient analysis elucidated the relationships between variables. The findings unveiled neutral levels of procrastination and low levels of self-handicapping. Furthermore, it is highlighted that procrastination and self-esteem are significant predictors of procrastination. The study proves the link between procrastination and self-esteem as significant predictors of self-handicapping among dean’s listers. Recommendations entail considering situational factors, individual differences, and the multi-dimensional nature of self-esteem, while future research should examine the connection between academic success, peer relations, and identity to develop focused interventions for promoting adaptive coping skills and resiliency.

 

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education, procrastination, self-esteem, self-handicapping, academic performance

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DOI: http://dx.doi.org/10.46827/ejes.v12i6.6003

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