مرتضی سرگلزایی

Self-handicapping behaviors and reduced academic engagement are among the significant challenges facing students, which can negatively impact their academic performance and progress. The present study aimed to determine the effect of self-determination skills training on self-handicapping behaviors and academic engagement among male students majoring in elementary education at Farhangian University of Zabol. This research was applied in terms of purpose and quasi-experimental with a pretest-posttest control group design in terms of methodology. The statistical population included all male students majoring in elementary education at Farhangian University of Zabol during the 2024-2025 academic year, totaling 500 individuals. The research sample consisted of 30 participants who were selected through purposive sampling and randomly assigned to two groups: experimental (n=15) and control (n=15). Data collection instruments included the Zarang Academic Engagement Questionnaire (2012), Cunningham Self-Handicapping Behavior Questionnaire (2015), and Jalili Self-Determination Skills Training Package (2020). Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA). The results indicated that self-determination skills training had a significant effect on reducing self-handicapping behaviors (P=0.001) and increasing academic engagement (P=0.001) among students. Self-determination skills training can be utilized as an effective intervention for reducing self-handicapping behaviors and improving academic engagement among elementary education students.