Janžek, Martina.
(2014).
Achievement goals, self-esteem and self-hendicapping at elementary school students.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Pavlin-Bernardić, Nina].
Abstract
The aim of this study was to examine the relationship between achievement goals, self-esteem and self-handicapping in elementary school students. 220 seventh and eighth grade students from two elementary schools participated in the study. The Self-Handicapping Scale, Self- Esteem Inventory, and Achievement Goal Scale were used as measuring instruments in the study. The results show that achievement goals are positively related to self-handicapping, while the mastery-avoidance and performance-avoidance are negatively related to self-esteem. Self-esteem and self-handicapping are negatively correlated. Results of cluster analysis revealed three groups of students that differ from one another in the patterns of their achievement goals. Kruskal - Wallis test was used to test whether these three groups of students differ in terms of self-esteem and self-handicapping. The results show that the students with low achievement goals and high mastery-approach goals have greater self-esteem than students with high achievement goals. The study also obtained that students with high mastery-approach goals use self-handicapping behavior the most, while the students with low achievement goals use such a behavior the least.
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