The Relationships between Positive and Negative Perfectionisms, Self-Handicapping, Self-Efficacy and Academic Achievement

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dc.authoridUstuner, Mehmet/0000-0002-1724-8825
dc.authorwosidUstuner, Mehmet/AAI-7525-2020
dc.contributor.authorAkar, Huseyin
dc.contributor.authorDogan, Yildiz Burcu
dc.contributor.authorUstuner, Mehmet
dc.date.accessioned2024-08-04T20:44:24Z
dc.date.available2024-08-04T20:44:24Z
dc.date.issued2018
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rifat Education at Kilis 7 Aralik University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that selfefficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.en_US
dc.identifier.doi10.13187/ejced.2018.1.7
dc.identifier.endpage20en_US
dc.identifier.issn2304-9650
dc.identifier.issn2305-6746
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85044041845en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage7en_US
dc.identifier.urihttps://doi.org/10.13187/ejced.2018.1.7
dc.identifier.urihttps://hdl.handle.net/11616/98199
dc.identifier.volume7en_US
dc.identifier.wosWOS:000430974200002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAcad Publisher House Researcheren_US
dc.relation.ispartofEuropean Journal of Contemporary Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectpositive and negative perfectionismsen_US
dc.subjectself-handicappingen_US
dc.subjectself-efficacy and academic achievementen_US
dc.titleThe Relationships between Positive and Negative Perfectionisms, Self-Handicapping, Self-Efficacy and Academic Achievementen_US
dc.typeArticleen_US

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