ACADEMIC PROCRASTINATION AND SELF-HANDICAPPING BEHAVIOUR AS PREDICTORS OF ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS

CHAPTER ONE INTRODUCTION 1.1 Background to the Study Academic success among students is often considered a key determinant of future opportunities, career success, and socio-economic mobility. However, several psychological and behavioral factors influence students’ ability to perform well in school, shaping their learning experiences and academic achievements. Among these factors, academic procrastination and self-handicapping behaviors have emerged as significant barriers to optimal performance. These behaviors are particularly prevalent among secondary school students, who experience increased academic demands, social expectations, and the pressure to succeed. In Anyigba Metropolis, a growing concern exists among educators, parents, and policymakers regarding students’ declining academic performance, with many attributing this trend to behavioral tendencies that undermine effective learning. Academic procrastination and self-handicapping behaviors, which involve deliberately delaying academic tasks or creating obstacles to success, have been linked to poor academic outcomes, yet these issues remain inadequately addressed in the educational landscape. Academic procrastination is a common issue among students at all levels of education, characterized by the intentional and unnecessary delay of academic tasks despite the awareness of potential negative consequences. Students who engage in procrastination often postpone studying, completing assignments, or preparing for examinations, leading to increased stress, poor time management, and lower academic performance. Studies suggest that procrastination is not merely a time management problem but a complex psychological behavior influenced by factors such as fear of failure, perfectionism, low self-efficacy, and lack of motivation. According to Steel (2007), procrastination is associated with lower academic achievement, as students who habitually delay their tasks often struggle to meet deadlines, leading to incomplete assignments, cramming, and suboptimal learning experiences. In Anyigba Metropolis, where students face academic competition and societal expectations, procrastination has become a significant concern, particularly in secondary schools where students transition into more demanding educational settings. Despite the detrimental effects of procrastination, many students fail to recognize its long-term implications, reinforcing a cycle of last-minute academic work and reduced performance. Closely related to procrastination is self-handicapping behavior, a psychological strategy where students create or exaggerate obstacles to their success to protect their self-esteem in the event of failure. Self-handicapping can manifest in two primary forms: behavioral and claimed self-handicapping. Behavioral self-handicapping involves engaging in actions that directly impair performance, such as avoiding studying, skipping classes, or deliberately engaging in distracting activities before exams. Claimed self-handicapping, on the other hand, involves making excuses for potential failure, such as citing illness, stress, or lack of time. This behavior allows students to attribute poor academic performance to external factors rather than personal inadequacies. Research by Schwinger, Wirthwein, and Steinmayr (2014) suggests that self-handicapping is a coping mechanism used by students to maintain a positive self-image, particularly in competitive academic environments. However, rather than serving as an effective protective strategy, self-handicapping often leads to decreased effort, lower academic achievement, and increased anxiety. Self-handicapping behaviors may be reinforced by a fear of judgment from peers, parents, and teachers, further exacerbating academic challenges. Several factors contribute to the prevalence of academic procrastination and self-handicapping behaviors among secondary school students. Psychological factors such as low self-confidence, fear of failure, and lack of intrinsic motivation often drive students to delay academic tasks or create excuses for their performance. Additionally, environmental influences such as parental expectations, peer pressure, and the educational system’s emphasis on grades may inadvertently encourage these behaviors. In areas where students navigate both academic and socio-economic pressures, these issues are further complicated by limited access to academic support systems, ineffective study strategies, and a lack of awareness about the consequences of procrastination and self-handicapping. Teachers and school administrators often struggle to identify and address these behaviors, resulting in continued academic difficulties among students. As such, there is a pressing need for a comprehensive understanding of how these behavioral patterns manifest among secondary school students and how they can be mitigated through effective educational policies and psychological interventions. 1.2Statement of problem Academic performance among secondary school students remains a significant concern in educational discourse, particularly in Anyigba Metropolis, where students face multiple academic, social, and psychological challenges. Despite efforts by educators and policymakers to enhance student learning outcomes, many students continue to struggle with poor academic performance, often due to behavioral and psychological impediments. Among these, academic procrastination and self-handicapping behaviors have emerged as critical yet often overlooked factors influencing students' success (Steel, 2007). Procrastination, characterized by the habitual delay of academic tasks despite knowing the negative consequences, disrupts effective learning, leads to last-minute cramming, and increases academic stress (Klassen et al., 2008). Similarly, self-handicapping, where students create or exaggerate obstacles to justify poor performance, further undermines academic achievement by reducing effort and engagement (Schwinger, Wirthwein, & Steinmayr, 2014). Research has shown that students who habitually procrastinate tend to perform worse in school, experience higher levels of anxiety, and develop negative attitudes towards learning (Burns et al., 2020). Similarly, self-handicapping behaviors serve as a maladaptive coping mechanism that allows students to protect their self-esteem at the cost of their academic success (Ziegler & Bensch, 2017). These behaviors, if left unaddressed, may contribute to a cycle of poor academic achievement, diminished self-efficacy, and long-term disengagement from learning. While studies have linked these behaviors to poor academic outcomes, limited research has been conducted within the specific socio-cultural context of Anyigba Metropolis. The extent to which these behaviors predict students’ academic performance in this locality remains unclear, necessitating further empirical investigation. 1.3 Objectives of the study The main aim of this study is focused on Academic procrastination and self-handicapping behaviour as predictors of academic performance among secondary school students in Anyigba Metropolis. Specifically, the study seeks to Examine the impact of academic procrastination on the academic performance of secondary school students in Anyigba Metropolis. Assess the effect of self-handicapping behavior on students' academic performance. Identify the factors influencing academic procrastination and self-handicapping behavior among secondary school students. Determine the combined influence of academic procrastination and self-handicapping behavior on academic performance. 1.4Research Questions The research questions guiding this study are: 1. How does academic procrastination impact the academic performance of secondary school students in Anyigba Metropolis? 2. What is the effect of self-handicapping behavior on students' academic performance? 3. What factors influence academic procrastination and self-handicapping behavior among secondary school students? 4. To what extent do academic procrastination and self-handicapping behavior jointly influence academic performance? Research Hypotheses H₀: There is no significant relationship between academic procrastination, self-handicapping behavior, and academic performance among secondary school students in Anyigba Metropolis. H₁: There is a significant negative relationship between academic procrastination, self-handicapping behavior, and academic performance among secondary school students in Anyigba Metropolis. Significance of the Study This study is significant both practically and academically. From a practical perspective, the findings will benefit secondary school students by creating awareness of the negative effects of academic procrastination and self-handicapping behavior. By understanding how these behaviors impact academic performance, students can adopt better time management and self-regulation strategies to improve their academic outcomes. Additionally, parents and guardians will gain insights into how to support their children in overcoming these self-defeating behaviors and fostering a more disciplined approach to learning. For educators and school administrators, the study will provide empirical evidence on the prevalence and impact of academic procrastination and self-handicapping among students. This knowledge can inform the development of intervention programs, such as structured study schedules, counseling services, and mentorship programs, to help students build positive academic habits. Schools can also implement strategies that promote self-efficacy and reduce the tendency to delay academic tasks or engage in self-sabotaging behaviors. Academically, this research contributes to the body of knowledge in educational psychology by expanding the understanding of procrastination and self-handicapping as predictors of academic performance. It will serve as a reference for future researchers investigating related concepts, providing a foundation for further studies on behavioral and cognitive factors affecting student achievement. Additionally, policymakers in the education sector can utilize the findings to develop policies that address psychological barriers to learning, ultimately improving academic success rates. Scope and Delimitation of the Study This study focuses on secondary school students in Anyigba Metropolis, examining how academic procrastination and self-handicapping behavior influence their academic performance. The study will cover both public and private schools to ensure a comprehensive understanding of these behaviors across different educational settings. However, the study is limited to students within this geographical location and does not extend to primary school pupils or tertiary institution students. Furthermore, it will not explore other psychological factors that may impact academic performance, such as anxiety, motivation, or peer influence. Definition of Key Terms Academic Procrastination: The intentional delay in completing academic tasks despite knowing that the delay may have negative consequences on performance. Self-Handicapping Behavior: A self-imposed obstacle or excuse created by individuals to justify potential academic failure, often as a way to protect self-esteem. Academic Performance: The measurable outcomes of a student's learning progress, typically assessed through grades, test scores, and overall achievement in school subjects.