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Factors related to academic self-handicapping in Black students attending a predominantly White University

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Abstract

The goal of the present study was to examine factors associated with academic self-handicapping in Black students attending a predominantly white university. Factors examined included sociodemographic factors (gender, first-generation college student status); psychological factors (family support, perceived discrimination, Black identity); and academic goal orientation. Participants were 240 Black/African American students who were part of a deidentified dataset from a larger study examining undergraduate student’s personal experiences and psychosocial correlates of academic self-handicapping (mean age 19.20, 107 first-generation students, 96 men, 144 women). First-generation status and gender were not related to academic self-handicapping. Lower family support, higher Black identity positive regard, and higher perceived discrimination were associated with higher academic self-handicapping. Higher self-handicapping was also related to lower mastery orientation, but higher approach and avoidance orientation. In regression models, family support, Black identity positive regard, and approach/avoidance motivation remained unique predictors of academic self-handicapping. Results suggest that higher education stakeholders focus on strategies and systems of supports to minimize self-handicapping. Stakeholders may also consider interventions focused on enhancing racial identity or directly addressing academic self-handicapping tendencies.

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Authors and Affiliations

  1. Department of Education, Ohio University, Athens, USA

    Dwan Robinson

  2. Department of Psychology, Ohio University, 200 Porter Hall, Athens, OH, 45701, USA

    Julie Suhr & Catrina Beasley

  3. Department of Psychology, The Ohio State University, Newark Campus, Columbus, USA

    Melissa Buelow

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  1. Dwan Robinson
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  2. Julie Suhr
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  3. Melissa Buelow
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  4. Catrina Beasley
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Contributions

Dwan Robinson and Julie Suhr contributed to the study conceptualization and design, preparation of materials, and data collection. Analyses were carried out and reviewed by all authors. The first draft was written by Dwan Robinson and Julie Suhr. All authors commented on versions of the draft and reviewed and approved the final submitted version of the manuscript.

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Correspondence to Julie Suhr.

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Robinson, D., Suhr, J., Buelow, M. et al. Factors related to academic self-handicapping in Black students attending a predominantly White University. Soc Psychol Educ 26, 1437–1454 (2023). https://doi.org/10.1007/s11218-023-09798-8

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