Investigation of Self-handicapping Behaviours Among Preservice Teachers of EFL

Abstract

While self-handicapping has been extensively studied in the literature, there is limited research in the field of teaching English as a foreign language (EFL). This current study addresses this gap by investigating self-handicapping behaviours among EFL preservice teachers at a state university. The research focused on examining the frequency of self-handicapping behaviours among participants and identifying the factors influencing these. This quantitative study utilized a survey design and involved 106 participants who completed the abridged Self-Handicapping Scale. The descriptive statistics of the responses revealed a moderate level of self-handicapping among preservice teachers, with procrastination and insufficient study habits being the most common behaviours. To identify the factors affecting self-handicapping, various inferential analyses were conducted. Independent samples t-tests were employed to assess the impact of gender and grade, neither of which yielded statistically significant differences. However, there was a notable statistical significance in the participants’ GPA categorizations, as determined by ANOVA, and their external self-handicapping behaviours. Additionally, Pearson correlation analyses indicated a negative relationship between overall self-handicapping and achievement levels. Furthermore, participants’ self-reported achievement levels were found to be significant factors in the manifestation of self-handicapping behaviours. The findings of this study corroborate the results of similar research in the field.