Presenting a Causal Model of the Perception of Classroom Management Style and Academic Self-Handicapping with the Mediating Role of Psychological Capital

Document Type : Scientific Articles

Authors

1 Department of Energy, Materials and Energy Research Center , karaj, Iran

2 Assistant Professor, Department of educational Sciences. Payame noor university. Tehran , Iran

3 Associate professor, Department of educational Sciences. Payame noor university. Tehran , Ira

4 Associate professor, Department of educational Sciences. Payame noor university. Tehran , Iran

Abstract

This study aimed to present a causal model of the perception of classroom management style and academic self-handicapping, with the mediating role of psychological capital among students. The research method was descriptive-correlational. The statistical population included all secondary high school students in Abadeh county, totaling 4100 individuals in the 2022-2023 academic year, from which 351 students were selected via stratified random sampling. The research instruments included the Classroom Management Style questionnaire (Wolfgang & Glickman, 1986), the Academic Self-Handicapping Scale (Midgley et al., 2000), and the Psychological Capital Questionnaire (Luthans et al., 2007). Path analysis was performed using LISREL version 8.52 to analyze the data. The results indicated that interactive and non-interventionist classroom management styles have a direct and positive effect on psychological capital, while an interventionist management style has a direct and negative effect on psychological capital. Furthermore, an increase in psychological capital directly and negatively impacts academic self-handicapping. The interactive and non-interventionist management style indirectly reduces self-handicapping through the mediation of psychological capital, whereas the interventionist style indirectly leads to an increase in academic self-handicapping. The results indicated that among the exogenous variables, the interactive management style (-0.31), non-interventionist management style (-0.28), and interventionist management style (0.23) had the strongest to weakest correlation with academic self-handicapping, respectively. All coefficients were statistically significant at the 0.01 level. The results further indicated that among the endogenous variables, self-efficacy (-0.49), optimism (-0.42), resilience (-0.40), and hope (-0.38) demonstrated the strongest to weakest negative correlations with academic self-handicapping, respectively. All coefficients were negative and statistically significant at the 0.01 level.The strongest correlation was observed between self-efficacy and academic self-handicapping (-0.49), while the weakest correlation in the matrix was between the interventionist and interactive management styles (-0.18). Both correlations were statistically significant at the 0.01 level. Therefore, it can be concluded that improving students' perception of classroom management through the implementation of interactive and non-interventionist approaches, coupled with the enhancement of psychological capital, can serve as an effective strategy for reducing academic self-handicapping.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 58
May 2025
Pages 246-219

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