The effect of a training program based on self-worth theory in reducing academic self-handicapping among high school students

Abstract

This study aimed to reveal the effect of a training program based on self-worth theory in reducing academic self-handicapping of high school students. To achieve the objectives of the study, a sample of (64) female students was selected from the first year of high school in the Irbid Comprehensive high School for girls, and they were distributed Randomly and equally into two groups: experimental, containing (32) female students, and control, containing (32) female students. The academic self-handicapping scale was applied to the two groups, and the developed training program was applied to the experimental group. The results showed that there were no statistically significant differences at (α = 0.05) in the distribution of academic self-handicapping in the pre-measurement for the two groups, and there was a statistically significant effect of the training program based on self-worth theory in reducing academic self-handicapping post scores among members of the experimental group.