The Effectiveness of Self-efficacy Training on Self-handicapping and Hope of Probation Students
Keywords:
Self-efficacy training, Self-handicapping, Hope, Probation studentsAbstract
Purpose: The present study aimed to investigate the effectiveness of self-efficacy training on academic self-handicapping and hope among probation students at Yasouj University.
Methods and Materials: The present study employed a semi-experimental design with a pre-test–post-test control group structure. The statistical population consisted of all probation students at Yasouj University during the second academic semester of the 2023–2024 academic year. Forty probation students were selected using simple random sampling and randomly assigned to an experimental group and a control group. Due to attrition, the final analysis was conducted on 36 participants. The experimental group received eight 90-minute sessions of self-efficacy training based on Bandura’s theory, while the control group received no intervention. Data were collected using the Self-Handicapping Scale developed by Jones and Rhodewalt and Snyder’s Hope Scale. Data analysis was conducted using multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) in SPSS-24.
Findings: The findings indicated that self-efficacy training had a statistically significant effect on reducing academic self-handicapping among probation students in the experimental group compared to the control group (F = 21.59, p < 0.001, η² = 0.54). In addition, the intervention significantly increased hope among students in the experimental group compared to the control group (F = 48.12, p < 0.003, η² = 0.59). The multivariate analysis also demonstrated significant overall differences between the experimental and control groups across the dependent variables. These findings suggest that self-efficacy training effectively improved adaptive psychological functioning among probation students.
Conclusion: The results of the present study demonstrated that self-efficacy training is an effective psychological and educational intervention for reducing academic self-handicapping and increasing hope among probation students. Strengthening students’ efficacy beliefs may help improve academic adjustment, enhance motivation, reduce maladaptive coping strategies, and promote psychological resilience in academically vulnerable students. Therefore, incorporating self-efficacy-based interventions into university counseling and student support programs may contribute to improving students’ academic performance and psychological wellbeing.
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