Abstract:
Students are the backbone of a country's future, and academic success is vital for progress in society. This study analyzes the impact of perfectionism, fear of failure, and academic self-handicapping on undergraduates. By investigating how these factors influence performance, we can assist educators in developing techniques that help students attain their full potential. The sample consisted of undergraduate university students, N=300, with ages ranging from 18-25 years (M=20.62 & SD=1.40). The sample was selected from various universities in Rawalpindi and Islamabad. For the collection of data, a convenient sampling method was employed. The Almost Perfect Scale-Revised (Rice et al., 2001), The Performance Failure Appraisal Inventory-Form B (Conroy et al., 2002), and the Academic Self-Handicapping Strategies (EEAPREJ) (Boruchovitch et al., 2022) were used to measure perfectionism, fear of failure and academic self-handicapping, respectively. Results inferred that there was a positive significant correlation between the APS (Standard) and APS (Discrepancy). Whereas, the APS (Standard) had a negative significant correlation with Academic Self-handicapping. Moreover, the APS (Standard) had a non-significant relationship with Fear of Failure in students. APS (Discrepancy) had a significant positive correlation with Fear of Failure and no significant relationship with Academic Self-handicapping. Fear of Failure was found to be significantly positively correlated with Academic self-handicapping. Lastly, the Regression Analysis showed that APS (Discrepancy) and Fear of failure were positive and significant predictors of Academic Self-Handicapping. Whereas the APS (Standard) was seen as a negative and significant predictor of Academic Self-Handicapping.
