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What Might Happen if Adolescents Perceive Academic Pressure from Their Parents? The Role of Academic Self-Handicapping Behaviour on Subjective Academic Well-Being: A Moderated Mediation Model

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Title: What Might Happen if Adolescents Perceive Academic Pressure from Their Parents? The Role of Academic Self-Handicapping Behaviour on Subjective Academic Well-Being: A Moderated Mediation Model
Language: English
Authors: Mustafa Pamuk (ORCID 0000-0001-8367-4382), Osman Circir (ORCID 0000-0002-7847-9205)
Source: Psychology in the Schools. 2025 62(4):1100-1111.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Student Attitudes, Parent Student Relationship, Parent Influence, Stress Variables, Academic Aspiration, Parent Aspiration, Student Welfare, Student Motivation, Self Concept, Learning Motivation, Measures (Individuals), Student Behavior, Academic Achievement
Geographic Terms: Turkey
Assessment and Survey Identifiers: Academic Motivation Scale
DOI: 10.1002/pits.23379
ISSN: 0033-3085
1520-6807
Abstract: It is important for students to be successful in their academic lives, both for themselves and their families. Some certain individual obstacles on the path to success can diminish students' achievement as well as their motivation, which is a crucial factor for success. Sometimes parents can be involved in these processes. In this context, the current study aims to examine the mediating role of academic motivation in the relationship between high school students' academic self-handicapping behaviours and their subjective academic well-being, as well as the moderating role of perceived parental pressure for academic achievement in this relationship within the framework of the self-determination theory. The study group consists of 721 students (419 girls and 302 boys) attending high schools in Türkiye. Subjective Academic Well-Being Scale, Academic Self-Handicapping Scale, Academic Motivation Scale and Parental Academic Achievement Pressure and Support Scale were used to collect data in the study. The results revealed that academic self-handicapping behaviours significantly and negatively predicted students' subjective academic well-being. Moreover, it was found that academic motivation had a mediator role in the relationship between academic self-handicapping behaviour and subjective academic well-being. In addition, it was found that parental academic pressure had a moderator role in the relationship between academic self-handicapping behaviour and academic motivation and in the indirect effect. According to the results, students' academic self-handicapping behaviours have a direct effect on their subjective academic well-being as well as an indirect effect through academic motivation. Furthermore, it was found that the indirect effect of students' academic self-handicapping behaviours on their subjective academic well-being varies depending on the level of perceived parental pressure for academic achievement. In light of the findings obtained, theoretical and practical suggestions are made.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461714
Database: ERIC
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  Value: <anid>AN0183755633;pis01apr.25;2025Mar19.05:33;v2.2.500</anid> <title id="AN0183755633-1">What Might Happen If Adolescents Perceive Academic Pressure From Their Parents? The Role Of Academic Self‐Handicapping Behaviour On Subjective Academic Well‐Being: A Moderated Mediation Model </title> <p>It is important for students to be successful in their academic lives, both for themselves and their families. Some certain individual obstacles on the path to success can diminish students' achievement as well as their motivation, which is a crucial factor for success. Sometimes parents can be involved in these processes. In this context, the current study aims to examine the mediating role of academic motivation in the relationship between high school students' academic self‐handicapping behaviours and their subjective academic well‐being, as well as the moderating role of perceived parental pressure for academic achievement in this relationship within the framework of the self‐determination theory. The study group consists of 721 students (419 girls and 302 boys) attending high schools in Türkiye. Subjective Academic Well‐Being Scale, Academic Self‐Handicapping Scale, Academic Motivation Scale and Parental Academic Achievement Pressure and Support Scale were used to collect data in the study. The results revealed that academic self‐handicapping behaviours significantly and negatively predicted students' subjective academic well‐being. Moreover, it was found that academic motivation had a mediator role in the relationship between academic self‐handicapping behaviour and subjective academic well‐being. In addition, it was found that parental academic pressure had a moderator role in the relationship between academic self‐handicapping behaviour and academic motivation and in the indirect effect. According to the results, students' academic self‐handicapping behaviours have a direct effect on their subjective academic well‐being as well as an indirect effect through academic motivation. Furthermore, it was found that the indirect effect of students' academic self‐handicapping behaviours on their subjective academic well‐being varies depending on the level of perceived parental pressure for academic achievement. In light of the findings obtained, theoretical and practical suggestions are made.</p> <p>Summary: There is a significant relationship between high school students' academic self‐handicapping behaviors and subjective academic well‐being.Academic motivation mediates the relationship between high school students' academic self‐handicapping behaviors and subjective academic well‐being.The moderating role of parental academic achievement pressure perceived by high school students is significant.</p> <p>Keywords: academic motivation; academic self‐handicapping behaviour; moderated‐mediation analysis; parental academic achievement pressure; Subjective academic well‐being</p> <hd id="AN0183755633-2">Introduction</hd> <p>Adolescents spend a certain period of their lives in schools. As in other areas of life, the well‐being of adolescents is also important in school life, which covers a specific part of their lives. Accordingly, some researchers have begun to address the school‐based well‐being of adolescents (Asıcı and İkiz [<reflink idref="bib9" id="ref1">9</reflink>]; Løhre, Lydersen, and Vatten [<reflink idref="bib44" id="ref2">44</reflink>]; Sollerhed et al. [<reflink idref="bib61" id="ref3">61</reflink>]). Research on subjective well‐being shows that it is associated with academic achievement and positive functioning at school (Bird and Markle [<reflink idref="bib15" id="ref4">15</reflink>]). Arslan, Yıldırım and Majercakova Albertova ([<reflink idref="bib8" id="ref5">8</reflink>]) defined subjective academic well‐being as "the student's perceptions of positive and successful academic functioning, which can serve as an important indicator of field‐specific well‐being." When the literature is reviewed, it is seen that students' subjective academic well‐being is related to school attachment (Özdemir and Sağkal [<reflink idref="bib51" id="ref6">51</reflink>]), academic self‐efficacy (Asıcı and İkiz [<reflink idref="bib9" id="ref7">9</reflink>]), motivation for learning science (Akın‐Kösterelioğlu and Koyuncu [<reflink idref="bib3" id="ref8">3</reflink>]) and academic perseverance (Bozgün [<reflink idref="bib17" id="ref9">17</reflink>]). One of the concepts thought to be related to subjective academic well‐being is academic self‐handicapping behaviour.</p> <p>Self‐handicapping behaviour is defined as "an individual's attempt to reduce a threat to his or her reputation by actively seeking or creating inhibiting factors that impinge on his or her performance and thus provide a convincing causal explanation for failure." (Arkin and Baumgardner [<reflink idref="bib7" id="ref10">7</reflink>]). Urdan and Midgley ([<reflink idref="bib66" id="ref11">66</reflink>]) stated that self‐handicapping behaviour can occur in almost any situation involving talent identification activity and that school and classroom environments where students are constantly faced with tasks and situations where information about their abilities and intelligence are disclosed to the public are excellent sources for examining students' self‐handicapping behaviours. According to Anlı ([<reflink idref="bib5" id="ref12">5</reflink>]), academic self‐handicapping provides a perfect excuse for poor academic performance. In their study on high school students, Nezhadi, Taghvaei and Pirani ([<reflink idref="bib48" id="ref13">48</reflink>]) found that academic self‐handicapping behaviours had a significant effect on their academic well‐being. In their study conducted on high school students, Sabzichi, Pirani and Zanganeh ([<reflink idref="bib58" id="ref14">58</reflink>]) found that students' academic self‐handicapping behaviours had a significant effect on their subjective well‐being. In another study, it was found that adolescents' academic self‐handicapping behaviours had negative effects on their school adjustment, academic hardiness, and school belongingness behaviours, which are related to their subjective academic well‐being (Ghalami et al. [<reflink idref="bib30" id="ref15">30</reflink>]). In the study conducted by Pamuk ([<reflink idref="bib52" id="ref16">52</reflink>]) on high school students, it was found that the students' academic self‐handicapping behaviours negatively and significantly predicted their academic grit, which has an important place in their academic lives. Studies have revealed negative correlations between self‐handicapping and academic achievement, as well as different educational outcomes (Schwinger et al. [<reflink idref="bib59" id="ref17">59</reflink>]). When examined in this context, it can be said that the academic handicapping behaviours used by students may also negatively affect their academic well‐being.</p> <p>The relationship between high school students' academic handicapping behaviours and academic well‐being can be explained within the framework of self‐determination theory (SDT). According to SDT there are three basic psychological needs: Autonomy, competence and relatedness (Ryan and Deci [<reflink idref="bib57" id="ref18">57</reflink>]). These three psychological needs in SDT are discussed as follows in the context of school, which has a specific place in students' lives: The need for autonomy refers to students' desire to have their behaviour approved at school and to experience a sense of agency. The need for relatedness refers to students' desire to experience a sense of belonging at school, including a sense of connection with teachers and classmates. The need for competence refers to students' desire to interact effectively with the school environment and to experience opportunities to develop and express their individual talents (Tian, Chen, and Huebner [<reflink idref="bib65" id="ref19">65</reflink>]). When academic self‐handicapping behaviour is considered in the context of the psychological needs mentioned in SDT, students who cannot meet the need for competence (Coudevylle et al. [<reflink idref="bib23" id="ref20">23</reflink>]), which is related to success/performance, can make excuses for their possible failures by referring to different reasons in their immediate environment (teacher, schoolmate, family, etc.) in the context of the need for relatedness (Tian, Chen, and Huebner [<reflink idref="bib65" id="ref21">65</reflink>]). In this process, students' need for autonomy, which is related to their decision‐making processes (Ryan and Deci [<reflink idref="bib57" id="ref22">57</reflink>]), can be negatively affected when they make their decisions (excuses for possible failure) according to the degree of reaction from their immediate environment to avoid criticism regarding their possible failure. In this context, according to SDT, students whose needs cannot be met in the academic domain may exhibit academic self‐handicapping behaviour. In this process, students' subjective academic well‐being, which is linked to the satisfaction of school‐based psychological needs, may be negatively affected. According to SDT, basic psychological needs are the key to internalizing motivation and achieving excellent results (Nishimura and Joshi [<reflink idref="bib49" id="ref23">49</reflink>]). Seen from this perspective, to better understand the effect of students' academic self‐handicapping behaviours on their subjective academic well‐being it is important to examine the role of academic motivation in the mechanism underlying this effect.</p> <hd id="AN0183755633-3">Mediator Variable Role of Academic Motivation</hd> <p>Martin ([<reflink idref="bib46" id="ref24">46</reflink>]) defined motivation as "the energy and drive of students to learn at school, work effectively and fulfil their potential and the behaviours resulting from this energy and drive." Gupta and Mili ([<reflink idref="bib32" id="ref25">32</reflink>]) consider academic motivation as the driving force behind the student's motivation to learn and the need and desire to be successful in academic studies. According to the SDT, motivation is defined as the underlying reasons for behaviours (Ratelle et al. [<reflink idref="bib55" id="ref26">55</reflink>]). SDT broadly addresses three main types of motivation: intrinsic motivation, extrinsic motivation, and amotivation (Deci and Ryan [<reflink idref="bib26" id="ref27">26</reflink>]; Ryan and Deci [<reflink idref="bib57" id="ref28">57</reflink>]). While intrinsic motivation refers to actions taken "for one's own interests" or due to inherent interests and pleasures (Deci and Ryan [<reflink idref="bib27" id="ref29">27</reflink>]), extrinsic motivation refers to actions taken for reasons other than intrinsic satisfaction (Ryan and Deci [<reflink idref="bib57" id="ref30">57</reflink>]). Amotivation on the other hand means lack or absence of motivation (Ratelle et al. [<reflink idref="bib55" id="ref31">55</reflink>]). Students' intrinsic motivation has an important place in obtaining positive outcomes related to elements of academic life such as achievement, learning and performance (Guay [<reflink idref="bib31" id="ref32">31</reflink>]; Pascoe et al. [<reflink idref="bib54" id="ref33">54</reflink>]). When research on academic motivation is examined, it can be seen that academic motivation is positively correlated with variables such as school commitment (Özdemir [<reflink idref="bib50" id="ref34">50</reflink>]), academic achievement (Reraki, Celik, and Saricam [<reflink idref="bib56" id="ref35">56</reflink>]), academic self‐efficacy (Koca and Dadandı [<reflink idref="bib42" id="ref36">42</reflink>]) and school climate (Bilecik‐Karacan [<reflink idref="bib14" id="ref37">14</reflink>]) while it is negatively correlated with variables such as school burnout (Seçer [<reflink idref="bib60" id="ref38">60</reflink>]) and academic procrastination (Balkıs et al. [<reflink idref="bib12" id="ref39">12</reflink>]). When the variables that academic motivation is positively and negatively related to in the literature and the relevant theoretical studies are considered, the importance of academic motivation in students' academic lives becomes apparent. Thus, academic motivation is an important variable that should be taken into consideration when examining factors related to students' academic lives. One variable whose relationship with academic motivation is examined in the current study is academic self‐handicapping.</p> <p>Student motivation has an important role in helping the student achieve the goal and perform the necessary activities in certain situations (Mansournia and Karimi [<reflink idref="bib45" id="ref40">45</reflink>]). Self‐handicapping hinders individuals' performance, and this has negative effects on individuals' adaptation and psychological well‐being (Üzar‐Özçetin and Hiçdurmaz [<reflink idref="bib67" id="ref41">67</reflink>]). Izadpanah and Charmi ([<reflink idref="bib37" id="ref42">37</reflink>]) found that in addition to a negative significant correlation between students' self‐regulated learning strategies and self‐handicapping behaviours, self‐regulated learning strategies are a negative and significant predictor of self‐handicapping behaviours. Šimek ([<reflink idref="bib68" id="ref43">68</reflink>]) conducted a study on high school students and found that students' academic self‐handicapping behaviours had a positive correlation with their lack of motivation for education and a negative significant correlation with intrinsic motivation. In light of the existing research, it can be said that students' motivation, which has an important place in making progress in their academic lives, may be negatively affected by their academic self‐handicapping behaviours.</p> <p>Schools are not only places where children gain academic skills, but also places where children develop social skills, and both of them can affect students' well‐being at school (Liu et al. [<reflink idref="bib43" id="ref44">43</reflink>]). Ratelle et al. ([<reflink idref="bib55" id="ref45">55</reflink>]) found that as students' academic intrinsic motivation increases, they experience less anxiety at school, less distraction in the classroom, less school dropout and more school satisfaction. Moreover, there are studies showing the positive role of students' academic motivation on their academic achievement (Abu Bakar et al. [<reflink idref="bib1" id="ref46">1</reflink>]) and studies showing that it is a factor that increases students' commitment (Atik & Çelik [<reflink idref="bib10" id="ref47">10</reflink>]). In light of the relevant literature, it is thought that the academic motivation of students may positively affect their subjective academic well‐being.</p> <p>When theoretical explanations and relevant research results regarding students' academic motivation are considered together, it can be said that students' academic motivation may have a mediator role in the relationship between their subjective academic well‐being and academic self‐handicapping behaviours. In other words, it is thought that academic self‐handicapping has a direct effect on students' subjective academic well‐being, as well as an indirect effect on students' subjective academic well‐being by means of academic motivation. In this context, the following hypothesis is formulated:</p> <hd id="AN0183755633-4">H1:</hd> <p>Academic self‐handicapping behaviours of high school students indirectly affect their subjective academic well‐being by means of their academic motivation.</p> <hd id="AN0183755633-5">Moderator Role of Parental Pressure for Academic Achievement</hd> <p>Parental pressure for academic achievement can be defined as parents pushing their children to reach their own standards of achievement (Kapıkıran [<reflink idref="bib38" id="ref48">38</reflink>]). The role of parental pressure on academic achievement may become more important in societies where education is a gateway to prosperity and the desire to surpass others and advance is acute (Srivastava [<reflink idref="bib62" id="ref49">62</reflink>]). In Turkey, it has been observed that the academic achievement pressure perceived by high school students from their parents has a significant role in their school burnout (Tatli and Atmaca [<reflink idref="bib63" id="ref50">63</reflink>]), life satisfaction (Cırcır and Tagay [<reflink idref="bib25" id="ref51">25</reflink>]), exam anxiety (Kapıkıran [<reflink idref="bib39" id="ref52">39</reflink>]), emotion regulation difficulties (Kaymakcı, Ekşi, and Yaman [<reflink idref="bib40" id="ref53">40</reflink>]), adolescent‐parent conflicts (Pamuk [<reflink idref="bib53" id="ref54">53</reflink>]), academic stress (Haspolat and Ağirkan [<reflink idref="bib34" id="ref55">34</reflink>]), and psychological symptoms (Haspolat [<reflink idref="bib33" id="ref56">33</reflink>]). Given the results in the relevant literature, it can be said that the academic achievement pressure that high school students perceive from their parents has an important place both in the students' academic lives and in other areas of their lives.</p> <p>During high school, which is one of the most challenging school periods in Turkey, most students have to prepare for the higher education entrance exam (Kapıkıran [<reflink idref="bib39" id="ref57">39</reflink>]). In this process, some parents may think that the best way for their children to receive a better education is to put pressure (Kapıkıran [<reflink idref="bib38" id="ref58">38</reflink>]). Kaynak, Sevgili‐Koçak and Kaynak ([<reflink idref="bib41" id="ref59">41</reflink>]) define parents' academic pressure as psychological pressure (pressure caused by parental behaviours such as fear, anxiety, blame, comparison), restriction (limiting non‐academic activities to study more and increase success) and excessive expectations (expectation of success beyond the child's capacity). Parents' persistent expectations of their children for homework and extra study may cause children to perceive it as pressure (Kapıkıran [<reflink idref="bib39" id="ref60">39</reflink>]).</p> <p>One of the types of motivation addressed by SDT is extrinsic motivation (Ryan and Deci [<reflink idref="bib57" id="ref61">57</reflink>]). Extrinsic motivation refers to doing something for reasons outside the activity itself (Ratelle et al. [<reflink idref="bib55" id="ref62">55</reflink>]). According to SDT, external regulation, one of the four types of extrinsic motivation (Ryan and Deci [<reflink idref="bib57" id="ref63">57</reflink>]), occurs when individuals' behaviours are guided by the goals of receiving rewards or avoiding punishment (Ratelle et al. [<reflink idref="bib55" id="ref64">55</reflink>]). External regulation is considered as a type of external motivation that is controlled and non‐autonomous (Ryan and Deci [<reflink idref="bib57" id="ref65">57</reflink>]). Seen from this perspective, in Turkey, which has an exam‐oriented education system, although parents' behaviour of closely monitoring their children's homework, exam results, how many questions they solve from the additional course source books, how many of these questions they get right and how many they get wrong can be perceived by children as pressure, when this situation persists, there may be a decrease in students' excuse‐making behaviours and, accordingly, their academic self‐handicapping behaviours may decrease. In other words, such pressure behaviours of parents can reduce the negative impact of students' academic self‐handicapping behaviours on their academic motivation as a non‐autonomous, controlled external regulation tool. According to Srivastava ([<reflink idref="bib62" id="ref66">62</reflink>]), academic pressure from families serves, to some extent, as a motivating factor that facilitates children to perform better in schools. It is thought that the exam‐oriented education system in Turkey and the related attitudes of parents may play a moderator role in reducing the effect of students' academic self‐handicapping behaviours on their academic motivation. In this context, the following hypothesis is formulated:</p> <hd id="AN0183755633-6">H2:</hd> <p>Parents' pressure for academic achievement has a moderator role in the effect of high school students' academic self‐handicapping behaviours on their academic motivation.</p> <p>It is thought that their parents' pressure for academic achievement may have a moderator role in the indirect effect of high school students' academic self‐handicapping behaviours on their subjective academic well‐being. In other words, the indirect effect in the mediation model in the study may vary depending on the different levels (low, medium, and high) of academic achievement pressure that adolescents perceive from their parents. In this context, the following hypothesis is formulated:</p> <hd id="AN0183755633-7">H3:</hd> <p>Parents' pressure for academic achievement has a moderator role in the indirect effect of high school students' academic self‐handicapping behaviours on their subjective academic well‐being by means of their academic motivation.</p> <hd id="AN0183755633-8">Purpose of the Study</hd> <p>There is an exam‐oriented education system in Turkey. In order for high school students to continue their education at universities, which are higher education institutions, they need a success ranking that is determined by the high school success scores they receive when graduating from high school and the scores they receive from central exams. In other words, to study in a good department at a good university, high school students need to get as high scores as possible from both their high school courses and the central exams prepared based on the content of the courses they have taken in high school. In this process, it is considered important for students' academic motivation and, accordingly, their subjective academic well‐being to be high. In this context, it is important to examine the role of academic self‐handicapping behaviours, which are a risk factor for students' academic lives (Alipour, Farid, and Mosleh [<reflink idref="bib4" id="ref67">4</reflink>]; Pamuk [<reflink idref="bib52" id="ref68">52</reflink>]), on students' academic motivation and subjective academic well‐being. On the other hand, in Turkey, many parents often experience this long process alongside their children and have concerns about their children's exams (Baytemir [<reflink idref="bib13" id="ref69">13</reflink>]; Büber and Başay [<reflink idref="bib19" id="ref70">19</reflink>]). Parents can be involved in this process in different ways (support, pressure, etc.). In this context, as mentioned above, examining the effect of students' academic self‐handicapping behaviours on their academic motivation and subjective academic well‐being in relation to the level of academic achievement pressure (low, medium, and high) that students perceive from their parents may also help to have a more comprehensive perspective on academic self‐handicapping behaviour. In this context, the purpose of the current study is to investigate the mediator role of academic motivation and the moderator role of perceived parental academic pressure in the relationship between academic self‐handicapping behaviour and subjective academic well‐being of high school students (Figure 1).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01apr25/pits23379-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23379-fig-0001.jpg" title="1 Research Model." /> </p> <p></p> <hd id="AN0183755633-10">Method</hd> <p>In this section, information about the study group, data collection tools used, and procedure will be given.</p> <hd id="AN0183755633-11">Study Group</hd> <p>The study group was determined using convenience sampling. In this method, a questionnaire can be administered to the participants that the researcher can reach (Balcı [<reflink idref="bib11" id="ref71">11</reflink>]). The study group in the current study consists of a total of 721 students, 419 girls (58.1%) and 302 boys (41.9%), attending high schools in the city of Konya. When the distribution of the study group by age is examined, it is seen that 115 (19.5%) of the participants are 14 years old, 208 (28.8%) are 15 years old, 163 (22.6%) are 16 years old, 136 (18.9%) are 17 years old, 88 (12.2%) are 18 years old and 11 (1.5%) are 19 years old. The mean age was found to be 15.8 (Sd = 1.31). When the distribution of the participants across the grade levels is examined, it is seen that 273 (37.9%) of the participants are in the 9th grade, 208 (28.8%) are in the 10th grade, 135 (18.7%) are in the 11th grade and 105 (14.6%) are in the 12th grade.</p> <hd id="AN0183755633-12">Data Collection Tools</hd> <p></p> <hd id="AN0183755633-13">Subjective Academic Well‐Being Scale (SAWS)</hd> <p>SAWS was developed by Arslan, Yıldırım and Majercakova Albertova ([<reflink idref="bib8" id="ref72">8</reflink>]). SAWS is a one‐dimensional 5‐point Likert type measurement tool ranging from "almost never = 1" to "almost always = 5" and it has a total of 6 items. Higher scores from the scale indicate higher subjective academic well‐being. As a result of the exploratory factor analysis (EFA), it was determined that it has a unidimensional structure that explains 51.7% of the total variance. The results of the confirmatory factor analysis (CFA) showed that the single‐factor structure yielded a good fit (<emph>χ</emph><sups>2</sups> = 17.85, <emph>df</emph> = 9, <emph>p </emph>= 0.04, CFI = 0.98, TLI = 0.97, SRMR = 0.032, RMSEA [95% GA] = 0.070 [0.02, 0.11]). In the analyses conducted for reliability, it was found that the Cronbach <emph>α</emph> internal consistency coefficient is 0.85 in the first sample studied and 0.86 in the second sample (Arslan, Yıldırım, and Majercakova Albertova [<reflink idref="bib8" id="ref73">8</reflink>]). In the current study, the Cronbach <emph>α</emph> internal consistency coefficient was found to be 0.784.</p> <hd id="AN0183755633-14">Academic Self‐Handicapping Scale (ASHS)</hd> <p>ASHS, developed by Urdan and Midgley ([<reflink idref="bib66" id="ref74">66</reflink>]), was adapted into Turkish by Anlı et al. ([<reflink idref="bib6" id="ref75">6</reflink>]). ASHS is a unidimensional, 5‐point Likert type (ranging from 1 = Never to 5 = Always) measurement tool consisting of 6 items. Higher scores taken from the scale indicate more academic self‐handicapping behaviours. As a result of the EFA conducted in the Turkish adaptation study, it was found that the 6‐item, single‐factor structure explained 52.293% of the total variance. The results of the CFA conducted showed that the single‐factor structure yielded a good fit (<emph>x</emph><sups>2</sups>/<emph>df </emph>= 1.12, <emph>p </emph> < 0.001, GFI = 0.99, AGFI = 0.98, CFI = 99, IFI = 99, RMSEA = 0.018, RMR = 0.030). The Cronbach <emph>α</emph> internal consistency coefficient of the scale was found to be 0.81 (Anlı et al. [<reflink idref="bib6" id="ref76">6</reflink>]). In the current study, the Cronbach <emph>α</emph> internal consistency coefficient was found to be 0.753.</p> <hd id="AN0183755633-15">Academic Motivation Scale (AMS)</hd> <p>AMS was developed by Bozanoğlu ([<reflink idref="bib16" id="ref77">16</reflink>]). AMS is a 5‐point Likert type (ranging from 1 = Absolutely Not Applicable to 5 = Absolutely Applicable) measurement tool consisting of three sub‐dimensions: self‐transcendence, use of knowledge and discovery, and a total of 20 items. Higher scores from the scale indicate higher levels of academic motivation. As a result of the EFA, it was determined that the scale had a three‐dimensional structure explaining 42.2% of the total variance (Bozanoğlu [<reflink idref="bib16" id="ref78">16</reflink>]). In another study conducted on Turkish high school adolescents, CFA values for AMS were determined as <emph>χ</emph>²/<emph>df</emph> = 3.882, GFI = 0.91, AGFI = 0.89, IFI = 0.90, TLI (NNFI) = 0.88, CFI = 0.90, and RMSEA = 0.065 (Demir [<reflink idref="bib28" id="ref79">28</reflink>]). Moreover, the calculated Cronbach's <emph>α</emph> internal consistency coefficients ranged between 0.77 and 0.85 within the same group at different times and between 0.77 and 0.86 across different groups (Bozanoğlu [<reflink idref="bib16" id="ref80">16</reflink>]). In the current study, the Cronbach <emph>α</emph> internal consistency coefficient for the total score of AMS was found to be 0.897.</p> <hd id="AN0183755633-16">Parental Academic Achievement Pressure and Support Scale (PAAPSS)</hd> <p>PAAPSS was developed by Kapıkıran ([<reflink idref="bib38" id="ref81">38</reflink>]). PAAPSS is a measurement tool that can be used for both middle school and high school students. PAAPSS is a 5‐point Likert type (ranging from 1 = Never does to 5 = Always does) measurement tool consisting of two sub‐dimensions: Parental Academic Achievement Pressure and Parental Support and a total of 17 items. Higher scores taken from the scale indicate increasing perceived support or pressure from parents in the relevant sub‐dimension. As a result of the EFA conducted, it was determined that the scale had a two‐dimensional structure explaining 41.82% of the total variance. The results of the CFA revealed that the scale yielded acceptable fit values for both middle school students (<emph>X</emph><sups>2</sups>/<emph>df</emph> = 1.976, RMSEA = 0.06, SRMR = 0.06, CFI = 0.96 and GFI = 0.94) and high school students (<emph>X</emph><sups>2</sups>/<emph>df</emph> = 3.096, RMSEA = 0.07, SRMR = 0.07, CFI = 0.92 and GFI= 0.88). As a result of the reliability studies, the Cronbach <emph>α</emph> coefficient was found to be 0.84 for the Parental Academic Achievement Pressure sub‐dimension and 0.71 for the Parental Support sub‐dimension and 0.82 for the whole scale (Kapıkıran [<reflink idref="bib38" id="ref82">38</reflink>]). In the current study, only the Perceived Parental Academic Achievement Pressure sub‐dimension of this scale was used and the Cronbach <emph>α</emph> internal consistency coefficient for this sub‐dimension was found to be 0.869 (Figure 1).</p> <hd id="AN0183755633-17">Procedure</hd> <p>In the current study, first, permissions were obtained from the owners of the measurement tools used. Then, ethical permission was obtained from Selçuk University Education Faculty Scientific Ethics Committee. Before starting the data collection process, the necessary permissions were obtained from the Konya Provincial Directorate of National Education. After obtaining the necessary permissions, the schools where data would be collected were visited, meetings were held with school administrations, the purpose of the study was explained in the classes, and informed consent was obtained from the volunteer students. Parental consent forms were obtained from the students' parents and the research data were collected in the classroom environment (Figure 2).</p> <hd id="AN0183755633-18">Findings</hd> <p>This section includes the mean standard deviation, kurtosis, skewness, Cronbach <emph>α</emph> values and Pearson correlation coefficients for the variables included in the study, as well as the results of the mediation and moderated mediation analyses.</p> <hd id="AN0183755633-19">Preliminary Analyses</hd> <p>First, the Pearson correlation coefficients were analyzed to examine the correlation between the variables. As seen in Table 1, while SAW has a positive significant correlation with AM (<emph>r</emph> = 0.699, <emph>p</emph> < 0.01), it was found to have a negative significant correlation with ASH (<emph>r</emph> = −0.146, <emph>p</emph> < 0.01). It was found that the correlation of SAW with PAAP is not significant (<emph>r</emph> = −0.051, <emph>p</emph> > 0.01). Moreover, while there is a positive significant correlation between ASH and PAAP (<emph>r</emph> = 0.275, <emph>p</emph> < 0.01), there is a negative significant correlation between ASH and AM (<emph>r</emph> = −0.148, <emph>p</emph> < 0.01). Finally, the correlation between AM and PAAP was found to be not significant (<emph>r</emph> = 0.065, <emph>p</emph> > 0.01).</p> <p>1 Table Mean, standard deviation, kurtosis, skewness, Cronbach α and Pearson correlation coefficient values for the variables.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th>1. SAW</th><th>2. ASH</th><th>3. AM</th><th>4. PAAP</th><th>Skewness</th><th>Kurtosis</th><th>Cronbach <italic>α</italic></th></tr></thead><tbody valign="top"><tr><td>1. SAW</td><td>1</td><td /><td /><td /><td>−0.076</td><td>−0.314</td><td>0.784</td></tr><tr><td>2. ASH</td><td>−0.146<ext-link href="**" /></td><td>1</td><td /><td /><td>0.076</td><td>−0.254</td><td>0.753</td></tr><tr><td>3. AM</td><td>0.699<ext-link href="**" /></td><td>−0.148<ext-link href="**" /></td><td>1</td><td /><td>−0.166</td><td>−0.063</td><td>0.897</td></tr><tr><td>4. PAAP</td><td>−0.051</td><td>0.275<ext-link href="**" /></td><td>0.065</td><td>1</td><td>0.172</td><td>−0.688</td><td>0.869</td></tr><tr><td>x̄</td><td>18.3</td><td>15.91</td><td>62.46</td><td>26.96</td><td /><td /><td /></tr><tr><td>Sd</td><td>5.2</td><td>5.3</td><td>14.4</td><td>9.53</td><td /><td /><td /></tr></tbody></table> </ephtml> </p> <p>1 Abbreviations: AM, academic motivation; ASH, academic self‐handicapping; PAAP, parental academic achievement pressure; SAW, subjective academic wellbeing.</p> <p>2 ** <emph>p</emph> < 0.01, <emph>n</emph> = 721.</p> <p>Before proceeding to regression analyses, some assumptions were examined. As seen in Table 1, the kurtosis values vary between −0.063 and −0.688 and skewness values vary between −0.166 and 0.172. These values show that normality assumptions have been met (Büyüköztürk [<reflink idref="bib20" id="ref83">20</reflink>]). The Durbin Watson value being 1.765, the VIF values being between 1.035 and 1.115 and the Tolerance values being between 0.897 and 0.966 show that there are no multicollinearity and residual problems (Field [<reflink idref="bib29" id="ref84">29</reflink>]).</p> <p>According to the analysis results, ASH significantly predicts AM (<emph>b</emph> = −0.4060, 95% CI [−0.6052, −0.2068], <emph>t</emph> = −4.0019, <emph>p</emph> < 0.001). Moreover, AHS was found to explain 2.20% of the variance in AM (<emph>R</emph><sups>2</sups> = 0.022). The obtained <emph>R</emph><sups>2</sups> value was examined according to Cohen's effect size. This value is considered to indicate a small affect size according to Cohen ([<reflink idref="bib22" id="ref85">22</reflink>]) as Cohen classified effect sizes as small (0.02 < <emph>R</emph><sups>2</sups> < 0.13), medium (13 < <emph>R</emph><sups>2</sups> < 0.26) and large (<emph>R</emph><sups>2</sups> > 0.26). AM was found to significantly predict SAW (<emph>b</emph> = 0.2503, 95% CI [0.2312, 0.2694], <emph>t</emph> = 25.7441, <emph>p</emph> < 0.001). The direct effect of ASH on SAW was found to be not significant (<emph>b</emph> = −0.0434, 95% CI [−0.0959, 0.0091], <emph>t</emph> = −1.6235, <emph>p</emph> > 0.001). Whether the indirect effect of ASH on SAW was significant or not was determined according to the confidence intervals obtained with the bootstrap technique. Accordingly, it was found that the indirect effect of ASH on SAW was significant, and therefore AM mediated the relationship between ASH and SAW (<emph>b</emph> = −0.1016, 95% CI [−0.1642, −0.0388]). In other words, AM was found to fully mediate the relationship between ASH and SAW. ASH and AM together explain 49% of the variance in SAW. Thus, it can be said that the effect size is large (<emph>R</emph><sups>2</sups> > 0.26) (Cohen [<reflink idref="bib22" id="ref86">22</reflink>]). Therefore, H1 was supported (Table 2).</p> <p>2 Table Regression analysis results for the mediation analysis (n = 721).</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th align="center">Outcome Variables</th></tr><tr valign="bottom"><th><italic>M</italic> (AM)</th><th /><th align="center"><italic>Y</italic> (SAW)</th></tr></thead><tbody valign="top"><tr><td>Predictive Variables</td><td /><td>b</td><td>SE</td><td /><td /><td>b</td><td>SE</td></tr><tr><td>X (ASH)</td><td>a</td><td>−0.4060<ext-link href="***" /></td><td>0.1015</td><td /><td>c'</td><td>−0.0434</td><td>0.0267</td></tr><tr><td>M (AM)</td><td>—</td><td>—</td><td>—</td><td /><td>b</td><td>0.2503 <ext-link href="***" /></td><td>0.0097</td></tr><tr><td>Constant</td><td>İ<sub>M</sub></td><td>68.9238<ext-link href="***" /></td><td>1.7004</td><td /><td>İ<sub>y</sub></td><td>3.3855<ext-link href="***" /></td><td>0.8035</td></tr><tr><td /><td /><td>R<sup>2</sup> = 0.022</td><td /><td /><td /><td>R<sup>2</sup> = 0.49</td><td /></tr><tr><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td /><td>F (1; 19) = 16.0152; p < 0.001</td><td /><td align="center">F (2; 718) = 346.4146; p < 0.001</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th /><th /><th align="center">Confidence interval</th></tr><tr valign="bottom"><th /><th>Effect Value</th><th>SE</th><th align="center">LLCI</th><th align="center">ULCI</th></tr></thead><tbody valign="top"><tr><td>Indirect effect (ASH → AM → SAW)</td><td>−0.1016</td><td>0.0321</td><td align="center">−0.1642</td><td align="center">−0.0388</td></tr><tr><td>Total effect</td><td>−0.1451</td><td>0.0367</td><td align="center">−0.2170</td><td align="center">−0.0731</td></tr></tbody></table> </ephtml> </p> <ulist> <item>3 Abbreviations: ASH, academic self‐handicapping; AM, academic motivation, SAW, subjective academic wellbeing; SE, standart error; Non‐standardized beta coefficients (b) were reported.</item> <item>4 *** <emph>p</emph> < 0.001.</item> </ulist> <p>To test Hypothesis 2, moderated mediation was examined, with ASH as the independent variable, SAW as the dependent variable, AM as the mediator variable, and parental academic pressure as the moderator. As seen in Table 3, while ASH predicts AM negatively and significantly (<emph>b</emph> = −0.5195, <emph>t</emph> = −4.9969, <emph>p</emph> < 0.001), PAAP predicts AM positively and significantly (<emph>b</emph> = 0.1606, <emph>t</emph> = 2.8033, <emph>p</emph> < 0.001). The interaction effect between ASH and PAAP on AM was significant (<emph>b</emph> = 0.0412, <emph>t</emph> = 4.2044, <emph>p </emph>= 0.001). This model explains 5.7% of the variance in AM. In addition, the fact that <emph>R</emph>² change = 0.0232 (<emph>p</emph> < 0.001) indicates that adding the interaction term to the model significantly contributed to explaining the variance in the dependent variable (Bozkurt [<reflink idref="bib18" id="ref87">18</reflink>]). As a result, Hypothesis 2 was supported.</p> <p>3 Table Moderator role of PAAP on the relationship between ASH and AM.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th align="center">Consequent</th></tr><tr valign="bottom"><th /><th align="center"><italic>M</italic> (Academic Motivation)</th></tr></thead><tbody valign="top"><tr><td>Antecedent</td><td>Coeff.</td><td>SE</td><td>t</td><td>p</td></tr><tr><td>X (academic self‐handicapping)</td><td>−0.5195</td><td>0.1040</td><td>−4.9969</td><td>p < 0.001</td></tr><tr><td>W (parental academic pressure)</td><td>0.1606</td><td>0.0573</td><td>2.8033</td><td>p < 0.001</td></tr><tr><td>X × W</td><td>0.0412</td><td>0.0098</td><td>4.2044</td><td>p < 0.001</td></tr><tr><td>Constant</td><td>61.8946</td><td>0.5410</td><td>114.4081</td><td>p < 0.001</td></tr><tr><td align="left">R<sup>2</sup> = 0.0570; F(3.717) = 14.4439; p < 0.001R<sup>2</sup> change = 0.0232; F(1.717) = 17.6768; p < 0.001</td></tr><tr><td>Parental Academic Achievement Pressure (PAAP)</td><td>Coeff.</td><td>SE</td><td>LLCI</td><td>ULCI</td></tr><tr><td>M − 1 SD (–0.9.5311)</td><td>−0.9124</td><td>0.1441</td><td>−1.953</td><td>−0.6295</td></tr><tr><td>M (0.00)</td><td>−0.5195</td><td>0.1040</td><td>−0.7236</td><td>−0.3154</td></tr><tr><td>M + 1 SD (9.5311)</td><td>−0.1266</td><td>0.1354</td><td>−0.3923</td><td>0.1392</td></tr></tbody></table> </ephtml> </p> <p>5 Abbreviations: Coeff, unstandardized coefficient; M, mediator variable; SE, standard error; W, moderator variable; X, independent variable; Y, outcomes or dependent variable.</p> <p>To test Hypothesis 3, we calculated the conditional indirect effects as seen in Table 4. For lower and moderate PAAP, ASH had a negative influence on SAW through AM (effect of low = −0.2284, SE = 0.0410, 95% CI = [−0.3078, −0.1484]) (effect of moderate level = −0.1300, SE = 0.0306, 95% CI = [−0.1902, −0.0705]). In contrast, the indirect effect wasn't significant as the level of PAAP was high (effect = −0.0317, SE = 0.0496, 95% CI = [−0.1320, 0.0644]). PAAP moderated the indirect effect of ASH on SAW, showing a significant index of moderated mediation as seen in Table 3 (index = 0.0103, 95% CI = [0.0034, 0.0171]). Therefore, Hypothesis 3 was supported (Figures 2 and 3).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01apr25/pits23379-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23379-fig-0002.jpg" title="2 Moderating role of PAAP." /> </p> <p></p> <p>The data collected were then entered into SPSS 29. First, the data were subjected to a check for incorrect data entry and missing data. Then, it was examined whether the data met the normality assumptions. In addition, their reliability status was examined. Pearson correlation coefficients were calculated to determine the relationship between the variables on the basis of the collected data. Moreover, Hayes ([<reflink idref="bib36" id="ref88">36</reflink>]) model 4 was used for the mediation analysis and model 7 was used for the moderated mediation analysis via Process Macro (Figure 3).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01apr25/pits23379-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23379-fig-0003.jpg" title="3 Moderator role of PAAP on the relationship between ASH and AM." /> </p> <p></p> <p>4 Table Conditional indirect effects of academic self‐handicapping (X) on subjective academic wellbeing (Y).</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Parental academic achievement pressure (PAAP)</th><th>Coeff.</th><th>BootSE</th><th>BootLLCI</th><th>BootULCI</th></tr></thead><tbody valign="top"><tr><td>M −1SD (–0.9.5311)</td><td>−0.2284</td><td>0.0410</td><td>−0.3078</td><td>−0.1484</td></tr><tr><td>M (0.00)</td><td>−0.1300</td><td>0.0306</td><td>−0.1902</td><td>−0.0705</td></tr><tr><td>M +1SD (9.5311)</td><td>−0.0317</td><td>0.0496</td><td>−0.1320</td><td>0.0644</td></tr><tr><td /><td align="center">Index of moderated mediation</td></tr><tr><td>PAAP</td><td>0.0103</td><td>0.0035</td><td>0.0034</td><td>0.0171</td></tr></tbody></table> </ephtml> </p> <p>6 Abbreviations: Coeff, unstandardized coefficient; X, independent variable; Y, outcome or dependent variable.</p> <hd id="AN0183755633-22">Discussion and Suggestions</hd> <p>In the current study, it was found that academic self‐handicapping behaviour significantly and negatively predicted students' subjective academic well‐being. When the literature is reviewed, it is seen that the studies examining the relationships between academic self‐handicapping and subjective academic well‐being are limited. Similar to the findings of the current study, a negative relationship was found between academic self‐handicapping and academic well‐being (Nezhadi, Taghvaei, and Pirani [<reflink idref="bib48" id="ref89">48</reflink>]), subjective well‐being (Sabzichi, Pirani, and Zanganeh [<reflink idref="bib58" id="ref90">58</reflink>]), school adaptation, academic hardiness, school belonging (Ghalami et al. [<reflink idref="bib30" id="ref91">30</reflink>]) and academic determination (Pamuk [<reflink idref="bib52" id="ref92">52</reflink>]), and a positive relationship was found between academic self‐handicapping and low academic performance (Anlı [<reflink idref="bib5" id="ref93">5</reflink>]). Considering the results obtained in this context, it can be said that academic self‐handicapping behaviour is a risk factor in the academic lives of adolescents.</p> <p>It was also found that academic motivation had a mediating role in the relationship between academic self‐handicapping behaviour and subjective academic well‐being. In other words, it was seen that students' academic self‐handicapping behaviour had a direct negative effect on their subjective academic well‐being, as well as an indirect effect on their subjective academic well‐being through the effect of academic self‐handicapping behaviour on academic motivation. In this context, H1 was supported. This result is important in terms of understanding the mechanism underlying the relationship between academic self‐handicapping behaviour and subjective academic well‐being. There are studies showing that academic motivation has a mediating role in the relationship between different academic variables in students' academic lives. Koca and Dadandı ([<reflink idref="bib42" id="ref94">42</reflink>]) found that academic motivation has a mediating role in the relationship between academic self‐efficacy and academic achievement. Another study found that intrinsic and extrinsic academic motivation had significant mediating roles in the relationship between online learning engagement and teacher‐student relationships (Akram and Li [<reflink idref="bib2" id="ref95">2</reflink>]). When the results of the current study are considered alongside the findings in the relevant literature, it can be stated that academic motivation serves as a supportive mechanism underlying academic variables in students' lives.</p> <p>When the result obtained in relation to mediation in the current study is considered according to the SDT, it can be seen that academic self‐handicapping behaviour, which may occur due to the basic psychological needs (autonomy, competence and relatedness) not being met sufficiently in the academic lives of students, is a strategy used before failure occurs (Midgley, Arunkumar, and Urdan [<reflink idref="bib47" id="ref96">47</reflink>]), and this might directly affect students' subjective academic well‐being and prevent students from activating their academic motivation, which is an important factor for their studies. In this way, through decreased motivation, academic self‐handicapping behaviour can indirectly reduce students' subjective academic well‐being.</p> <p>According to the results obtained in the study, parents' academic pressures had a moderating role in the relationship between academic self‐handicapping behaviour and academic motivation. Thus, H2 was supported. According to this result, as the academic pressure of parents on their children increases, the negative role of academic self‐handicapping behaviour exhibited by their children on their academic motivation also diminishes. In fact, when there is a high level of academic pressure, the role of academic self‐handicapping behaviour on academic motivation becomes insignificant. The high school students, who constituted the participant group of this study, must pass a two‐stage exam with a good ranking to be able get a place at a university. In 2023, the number of students taking the first of these two‐stage exams (Core Proficiency Test) is approximately 3.5 million, while the number of students taking the other (Field Proficiency Test) is approximately 2.5 million (The Measuring, Selection and Placement Center [<reflink idref="bib64" id="ref97">64</reflink>]). The number of formal education quotas that students can choose from at universities in Turkey in 2023 is approximately 923 thousand (Council of Higher Education [<reflink idref="bib24" id="ref98">24</reflink>]). In addition to these statistics, parents who want their children to study at a good university and in a department with a high status can closely follow their children's study and exam preparation processes. Such close monitoring can prevent or reduce students from exhibiting academic self‐handicapping behaviours that reduce their academic motivation. When this situation is considered in the context of SDT, it can be said that parents function as external regulation (Ryan and Deci [<reflink idref="bib57" id="ref99">57</reflink>]), which is one of the types of external motivation, in preventing or reducing the emergence of academic self‐handicapping behaviours that undermine students' motivation (Ryan and Deci [<reflink idref="bib57" id="ref100">57</reflink>]).</p> <p>According to the results obtained in the study, the moderator role of parents' academic pressures on the indirect effect in the mediation model of the study was found to be significant. Thus, H3 was supported. This result shows that when the parental academic pressure level was high, the indirect effect of academic self‐handicapping behaviour on subjective academic well‐being through academic motivation reached the lowest level and the effect became insignificant, and when the academic pressure level was low, the indirect effect took the highest value and the effect was significant. The indirect effect was also found to be significant for moderate parental academic pressure. Thus, it can be said that parents' academic pressures play an active role in reducing or preventing the effects of academic self‐handicapping behaviours, which are an important risk factor for their children's academic motivation and achievement.</p> <hd id="AN0183755633-23">Theoretical and Practical Implications</hd> <p>According to SDT, it is stated that students' having more autonomous forms of motivation in their educational lives plays a role in increasing their participation, learning and well‐being, and that support for basic psychological needs from teachers and parents facilitates this motivation, while preventing these needs from being met reduces this motivation (Ryan and Deci [<reflink idref="bib57" id="ref101">57</reflink>]). When the results of the current study are considered in this context, it can be said that academic self‐handicapping behaviours exhibited by students who cannot meet their basic psychological needs sufficiently decrease their academic achievement, academic well‐being and academic motivation given that there is a lot of social comparison by students' teachers, parents and schoolmates within the exam system and the success‐oriented education system in Turkey. In this context, support from teachers, parents and schoolmates for students to meet their basic psychological needs can prevent or reduce their academic self‐handicapping behaviours.</p> <p>According to SDT, people have similar basic psychological needs. However, these needs may be interpreted differently in different cultures. Accordingly, these needs can be satisfied in different ways and levels (Cihangir‐Çankaya [<reflink idref="bib21" id="ref102">21</reflink>]). In the current study, the academic pressure exerted by parents to increase their children's academic well‐being and contribute to their achievement may have a positive role on meeting their children's academic competence and relatedness needs, while it may have a negative role on meeting their autonomy needs. In a study conducted on Turkish high school students, it was seen that there were medium, significant and negative correlations between mothers and fathers' autonomy support for their children and parental academic pressure (Haspolat and YALÇIN [<reflink idref="bib35" id="ref103">35</reflink>]). In another study conducted on Turkish high school students, it was found that academic pressure exerted by parents played a role in adolescent‐parent conflict (Pamuk [<reflink idref="bib53" id="ref104">53</reflink>]). In another study, it was determined that parental pressure for academic success decreased adolescents' life satisfaction (Cırcır and Tagay [<reflink idref="bib25" id="ref105">25</reflink>]). Some parents may ignore meeting some needs while focusing on their children's achievement in their academic lives. When the theoretical explanations and the findings from the relevant literature are considered together, it can be suggested that the perceived parental pressure for academic achievement among high school students in Turkey may contribute positively by mitigating certain risk factors in their academic lives. However, this pressure may pose risks for other aspects of their lives.</p> <p>In future studies, the results can be examined by using variables such as well‐being, happiness and life satisfaction as outcome variables in the same model. Moreover, longitudinal studies that cover students' high school years and university years can be conducted to examine whether this process is continuous. In future studies, conducting comparative studies in different countries may contribute to understanding whether the situation is culture‐specific or not. Moreover, the model addressed in the current study could be revisited by comparing students currently attending high school with graduate students who are preparing again for university entrance exams. Finally, in an exam‐oriented education system, some training can be given to parents by school counselling services to prevent parents who put pressure on their children's academic lives for them to be more successful, so that possible conflicts between parents and children can be avoided.</p> <p>In future research, measurement tools addressing the basic psychological needs, which are core concepts of the SDT used in the current study, could be included to examine their relationship with students' academic self‐handicapping behaviours as well as their connections with perceived parental pressure for academic achievement. On the other hand, exploring the relationships between perceived parental pressures and not only intrinsic motivation, as outlined in SDT, but also the different types of extrinsic motivation, could contribute to a better understanding of the role of perceived parental pressure for academic achievement in students' lives. In addition, as a topic that has not been extensively explored in the literature, examining whether parents' desire for their children to succeed is related to the basic psychological needs in SDT could offer a different perspective on understanding the academic achievement pressure applied by parents.</p> <hd id="AN0183755633-24">Conclusion</hd> <p>The results of the current study showed that academic self‐handicapping behaviours of high school students are a risk factor for both their academic motivation and subjective academic well‐being. On the other hand, the results of the moderator analysis showed that as the level of the perceived academic achievement pressure from parents (low, medium, and high) increased, the risk directly posed by academic self‐handicapping behaviours on both academic motivation and, indirectly through academic motivation, on subjective academic well‐being decreased.</p> <hd id="AN0183755633-25">Limitations</hd> <p>Some limitations of this study include the fact that factors such as students' socio‐economic status, overall academic grade point averages, different types of high schools, and parents' educational backgrounds were not taken into consideration. Another limitation is that the study is a self‐report study. Accordingly, high school students reported their parents' pressures for academic achievement based on their own perceptions. The academic achievement pressure perceived by students may be perceived by their parents as academic support for their children. Here, a limitation of the current study is that it did not examine the extent to which students' parents intervene in their children's academic lives and their perceptions of these interventions. Another limitation is that the cross‐sectional nature of the study prevents making causal inferences. The absence of a mixed design that would contribute to a more in‐depth understanding can also be seen as a limitation.</p> <hd id="AN0183755633-26">Ethics Statement</hd> <p>All procedures performed in this study were in accordance with the ethical standards of the institutional research committee, as well as with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. All procedures in this study ethical permission were obtained from Selçuk University Faculty of Education Ethics Committee (E‐16343714‐605.02‐450994). Then, data was collected from the university students, who were volunteer after the required permission was got from university.</p> <hd id="AN0183755633-27">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0183755633-28">Data Availability Statement</hd> <p>Materials and analysis code for the current study are available from the corresponding author on reasonable request.</p> <ref id="AN0183755633-29"> <title> References </title> <blist> <bibl id="bib1" idref="ref46" type="bt">1</bibl> <bibtext> Abu Bakar, N., M. S. Alsmadi, Z. Ali, A. Shuaibu, and M. H. Solahudin. 2022. " Influence of Students' Motivation on Academic Achievement Among Undergraduate Students in Malaysia." Journal of Positive School Psychology 6, no. 2 : 3443 – 3450.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref95" type="bt">2</bibl> <bibtext> Akram, H., and S. Li. 2024. 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The New Educational Review 39 : 190 – 200. https://doi.org/10.15804/tner.2015.39.1.16.</bibtext> </blist> </ref> <aug> <p>By Mustafa Pamuk and Osman Circir</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib44" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib61" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib15" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib51" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib17" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib66" firstref="ref11"></nolink> <nolink nlid="nl7" bibid="bib48" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib58" firstref="ref14"></nolink> <nolink nlid="nl9" bibid="bib30" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib52" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib59" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib57" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib65" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib23" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib49" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib46" firstref="ref24"></nolink> <nolink nlid="nl17" bibid="bib32" firstref="ref25"></nolink> <nolink nlid="nl18" bibid="bib55" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib26" firstref="ref27"></nolink> <nolink nlid="nl20" bibid="bib27" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib31" firstref="ref32"></nolink> <nolink nlid="nl22" bibid="bib54" firstref="ref33"></nolink> <nolink nlid="nl23" bibid="bib50" firstref="ref34"></nolink> <nolink nlid="nl24" bibid="bib56" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib42" firstref="ref36"></nolink> <nolink nlid="nl26" bibid="bib14" firstref="ref37"></nolink> <nolink nlid="nl27" bibid="bib60" firstref="ref38"></nolink> <nolink nlid="nl28" bibid="bib12" firstref="ref39"></nolink> <nolink nlid="nl29" bibid="bib45" firstref="ref40"></nolink> <nolink nlid="nl30" bibid="bib67" firstref="ref41"></nolink> <nolink nlid="nl31" bibid="bib37" firstref="ref42"></nolink> <nolink nlid="nl32" bibid="bib68" firstref="ref43"></nolink> <nolink nlid="nl33" bibid="bib43" firstref="ref44"></nolink> <nolink nlid="nl34" bibid="bib10" firstref="ref47"></nolink> <nolink nlid="nl35" bibid="bib38" firstref="ref48"></nolink> <nolink nlid="nl36" bibid="bib62" firstref="ref49"></nolink> <nolink nlid="nl37" bibid="bib63" firstref="ref50"></nolink> <nolink nlid="nl38" bibid="bib25" firstref="ref51"></nolink> <nolink nlid="nl39" bibid="bib39" firstref="ref52"></nolink> <nolink nlid="nl40" bibid="bib40" firstref="ref53"></nolink> <nolink nlid="nl41" bibid="bib53" firstref="ref54"></nolink> <nolink nlid="nl42" bibid="bib34" firstref="ref55"></nolink> <nolink nlid="nl43" bibid="bib33" firstref="ref56"></nolink> <nolink nlid="nl44" bibid="bib41" firstref="ref59"></nolink> <nolink nlid="nl45" bibid="bib13" firstref="ref69"></nolink> <nolink nlid="nl46" bibid="bib19" firstref="ref70"></nolink> <nolink nlid="nl47" bibid="bib11" firstref="ref71"></nolink> <nolink nlid="nl48" bibid="bib16" firstref="ref77"></nolink> <nolink nlid="nl49" bibid="bib28" firstref="ref79"></nolink> <nolink nlid="nl50" bibid="bib20" firstref="ref83"></nolink> <nolink nlid="nl51" bibid="bib29" firstref="ref84"></nolink> <nolink nlid="nl52" bibid="bib22" firstref="ref85"></nolink> <nolink nlid="nl53" bibid="bib18" firstref="ref87"></nolink> <nolink nlid="nl54" bibid="bib36" firstref="ref88"></nolink> <nolink nlid="nl55" bibid="bib47" firstref="ref96"></nolink> <nolink nlid="nl56" bibid="bib64" firstref="ref97"></nolink> <nolink nlid="nl57" bibid="bib24" firstref="ref98"></nolink> <nolink nlid="nl58" bibid="bib21" firstref="ref102"></nolink> <nolink nlid="nl59" bibid="bib35" firstref="ref103"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1461714
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PubType: Academic Journal
PubTypeId: academicJournal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: What Might Happen if Adolescents Perceive Academic Pressure from Their Parents? The Role of Academic Self-Handicapping Behaviour on Subjective Academic Well-Being: A Moderated Mediation Model
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mustafa+Pamuk%22">Mustafa Pamuk</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8367-4382">0000-0001-8367-4382</externalLink>)<br /><searchLink fieldCode="AR" term="%22Osman+Circir%22">Osman Circir</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7847-9205">0000-0002-7847-9205</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2025 62(4):1100-1111.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Student+Relationship%22">Parent Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Aspiration%22">Parent Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Academic+Motivation+Scale%22">Academic Motivation Scale</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.23379
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: It is important for students to be successful in their academic lives, both for themselves and their families. Some certain individual obstacles on the path to success can diminish students' achievement as well as their motivation, which is a crucial factor for success. Sometimes parents can be involved in these processes. In this context, the current study aims to examine the mediating role of academic motivation in the relationship between high school students' academic self-handicapping behaviours and their subjective academic well-being, as well as the moderating role of perceived parental pressure for academic achievement in this relationship within the framework of the self-determination theory. The study group consists of 721 students (419 girls and 302 boys) attending high schools in Türkiye. Subjective Academic Well-Being Scale, Academic Self-Handicapping Scale, Academic Motivation Scale and Parental Academic Achievement Pressure and Support Scale were used to collect data in the study. The results revealed that academic self-handicapping behaviours significantly and negatively predicted students' subjective academic well-being. Moreover, it was found that academic motivation had a mediator role in the relationship between academic self-handicapping behaviour and subjective academic well-being. In addition, it was found that parental academic pressure had a moderator role in the relationship between academic self-handicapping behaviour and academic motivation and in the indirect effect. According to the results, students' academic self-handicapping behaviours have a direct effect on their subjective academic well-being as well as an indirect effect through academic motivation. Furthermore, it was found that the indirect effect of students' academic self-handicapping behaviours on their subjective academic well-being varies depending on the level of perceived parental pressure for academic achievement. In light of the findings obtained, theoretical and practical suggestions are made.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1461714
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1461714
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.23379
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1100
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Parent Student Relationship
        Type: general
      – SubjectFull: Parent Influence
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Academic Aspiration
        Type: general
      – SubjectFull: Parent Aspiration
        Type: general
      – SubjectFull: Student Welfare
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: Academic Motivation Scale
        Type: general
    Titles:
      – TitleFull: What Might Happen if Adolescents Perceive Academic Pressure from Their Parents? The Role of Academic Self-Handicapping Behaviour on Subjective Academic Well-Being: A Moderated Mediation Model
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mustafa Pamuk
      – PersonEntity:
          Name:
            NameFull: Osman Circir
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0033-3085
            – Type: issn-electronic
              Value: 1520-6807
          Numbering:
            – Type: volume
              Value: 62
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
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