The role of problem-solving skills and family communication patterns in predicting students' academic self-handicapping

Document Type : Original Article

Authors

1 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

2 Department of Psychology, Islamic Azad University, Torbat Jam Branch, Torbat Jam, Iran.

3 Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Aras Campus, Tehran, Iran

10.48310/jcdr.2026.22170.1271

Abstract

Background and Objectives: The school years are a sensitive and pivotal stage of life, and their importance becomes even greater during adolescence. Coping with the changes that occur during this period is often challenging for parents, schools, and students themselves, and it can lead to various difficulties and problems. The aim of the present study was to determine the role of problem-solving skills and family communication patterns in predicting students' academic self-handicapping. Methods: The present study method was correlational. The statistical population included all male high school students (second secondary level) in the city of Tehran in the academic year 1404–1405. A total of 384 participants were selected through multi-stage cluster sampling.  The instruments used included the Jones and Rodewalt (1982) academic self-handicapping questionnaires, Heppner's problem-solving (1982) and Fitzpatrick and Ritchie's (1994) family communication patterns questionnaires. Pearson correlation test and multiple regression test were used to analyze the data. Findings: The results of hypothesis testing showed that problem-solving skills, including the dimensions of problem-solving confidence, approach–avoidance style, and personal control, negatively predicted academic self-handicapping (P<0.001). Among the components of family communication patterns, the conformity dimension was a positive predictor of academic self-handicapping (P<0.001), while the conversation dimension did not have significant predictive power for this variable (P>0.05). Conclusion: Given that problem-solving skills and the pattern of conformity in family communication have a predictive role in academic self-handicapping, strengthening these factors can effectively help reduce this phenomenon in students.

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Main Subjects

References

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