Kendini Engelleme ve Okul Terk Riski: Akademik Tersliklerin Üstesinden Gelme ve Olumsuz Yaşantıların Aracı Rolü

Abstract

This study aimed to predict the indirect effect of self-handicapping behavior on dropout risk through negative academic experience and buoyancy. Other aims of the study included the adaptation of the Buoyancy Scale, development of Negative Academic Experiences and the Buoyancy Index. This study was designed using a predictive correlational design. Participants were selected from secondary schools in the central districts of a large city, using convenience sampling. Data were gathered in the 2022-2023 academic year using the Personal Information Form, Negative Academic Experiences List, Academic Self-Handicapping Scale, School Dropout Risk Scale, Academic Buoyancy Index, and Scales. The data were analyzed using various R packages, including ProcessR 4.3, mirt 1.41, lavaan 0.6.-18, and psych 2.4.3, in the RStudio 2023.12.1+402 compiler. The construct validity coefficients of the measures obtained from the instruments developed or adapted during the study were calculated using confirmatory factor and principal component analysis. Their reliabilities were calculated using Cronbach’s alpha and McDonald’s omega coefficients. The difficulty and discrimination parameters of the items were calculated using a graded response model based on item response theory. The results showed that experiencing academic adversity and buoyancy partially mediated the relationship between self-handicapping and dropout risk. Furthermore, the academic buoyancy index constructed coordination, confidence, control, composure, and commitment; the list of experiencing academic adversity constructed course, family, peer, and teacher components; and the validity and reliability coefficients calculated from the scores obtained from the developed and adapted instruments were adequate. The research findings are discussed in light of the literature. Suggestions for application and research areas are also presented. This study is expected to contribute to the understanding of negative academic experiences, school dropout, and buoyancy.