WHY I FAILED: THE TRUTHS BEHIND STUDENT SELF-HANDICAPPING

Autori

  • Victoria Angelica Rose Banguit College of Teacher Education, University of Mindanao, Philippines
  • Marjorie Cascajo College of Teacher Education, University of Mindanao, Philippines
  • Mary Mae Maglucot College of Teacher Education, University of Mindanao, Philippines
  • Cristy Grace A. Ngo College of Teacher Education & Professional Schools, University of Mindanao, Philippines

DOI:

https://doi.org/10.46827/ejes.v13i2.6493

Parole chiave:

education, student self-handicapping, academic performance, Philippines

Abstract

This qualitative study examined self-handicapping among engineering students at the largest non-sectarian private university in Mindanao. Ten participants were selected for in-depth interviews and a focus group discussion. The thematic analyses revealed four primary reasons why students engage in self-handicapping: academic self-doubt and feelings of inadequacy, external blaming, justification through duties and obligation, and burnout. Interestingly, the findings highlight that self-handicapping is not just a behavior, action, or emotion but a mindset. This emphasizes the need for interventions that target both the behavioral, emotional, and mental aspects of self-handicapping. Schools should implement time management training, mental health support, and coping skills programs to help students adopt healthier academic habits and improve their overall well-being and academic success.

 

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Biografia autore

  • Cristy Grace A. Ngo, College of Teacher Education & Professional Schools, University of Mindanao, Philippines

    Cristy Grace A. Ngo, PhD, is a full-time Faculty Member of the College of Teacher Education at the University of Mindanao, Philippines. She teaches courses that focus on language, linguistics, literature, pedagogy, and assessment. Her research interests involve pragmatics and corpus-based explorations.

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Pubblicato

2026-01-21

Fascicolo

V. 13 N. 2 (2026)

Sezione

Articles

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