A Study on the Relationship among Self-Handicapping, Individual Goal Orientation, Self-Esteem, and Academic Performance of Vocational Senior High School Students in Taiwan

[[abstract]]The main purposes of this study were to:(1) investigate the differences of self-handicapping, individual goal orientation, self-esteem and academic performance between vocational senior high school students of different gender and grade, (2) explore the relationship among self-handicapping, individual goal orientation, self-esteem and academic performance of vocational senior high school students. The sample of this study was consisted of 804 students selected from a vocational senior high school. The data was collected through survey, using Self-Handicapping Scale, Individual Goal Orientation Scale, and Self-Esteem Scale as instruments. The data obtained was further analyzed using descriptive statistics, t-test, Pearson’s product-moment correlation, canonical correlation, multiple correlation, and multiple regression. The findings are summarized as follows: (1) There were differences between vocational senior high school students of different gender in approach-mastery goal, avoidance-mastery goal, and self-esteem. (2) There were differences between vocational senior high school students of different grade in approach-mastery goal, approach-performance goal, and avoidance-mastery goal. (3) The linear composite score of individual goal orientation was significantly related to the linear composite score of self-handicapping. (4) Self-handicapping was significantly related to self-esteem. (5) Self-handicapping, individual goal orientation and self-esteem can significantly predict academic performance. Based on the findings, suggestions for vocational senior high school teaching, education guidance, and future research are proposed.