Author: Ali Asghar
Supervisor: Faiz Younas
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
The present study was conducted to investigate relationship between locus of control, self-handicapping and academic stress in students. The Sample comprised of the N = 167, (men = 80, women = 87) students and it was taken from the University of the Punjab and Government College University Lahore. In order to measure locus of control in students (Levenson Multidimensional Locus of Control Scale) and to assess the self-handicapping tendencies (Self Handicapping Scale) and to determine the academic stress (Educational Stress Scale for Adolescents) were utilized. It was hypothesized that the external dimension of locus of control, self-handicapping and academic stress were positively correlated while internal dimension inversely correlated with academic stress. It was also presumed that external dimension of control and self-handicapping predicted academic stress and the external locus of control was itself also a predictor of self-handicapping. Pearson Product Moment Correlation revealed that external control, self-handicapping and academic stress were positively correlated and internal control also showed a positive correlation. Further regression analysis yielded that external control and self-handicapping predicted academic stress and external dimension also predicted self-handicapping. Moreover, men and women differed significantly on locus of control, self-handicapping and academic stress. It is concluded that better perceptions of control can be developed by giving up self-sabotaging behaviors and with healthy coping styles.
Keywords: Locus of Control, Self-Handicapping.
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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: firstname.lastname@example.org, Phone: 92-42-9231245