Author(s)

Anna Litvinova^*, Musa Balarabe, Aisha I. Mohammed

Department of Educational Psychology and Counselling, Ahmadu Bello University, Zaria, Nigeria.

The present study examined the differences in academic self-handicapping among undergraduate students based on personality traits and age. Participants (N = 440) completed two questionnaires— Big Five Inventory and Self-handicapping Scale. Analysis of data reveals that significant negative correlation exists between academic self-handicapping of undergraduates and their next personality traits—agreeableness, conscientiousness and openness to new experience (with r = -.322, -.317 and -.161 respectively), while with neuroticism this correlation is positive (r = .439). The academic self-handicapping did not show any significant correlation with extraversion and students’ age. Considering the negative impact of academic self-handicapping in educational process and significant relationship between academic self-handicapping and personality traits, teachers and counsellors need to pay more attention to students’ personality as one of the important factors affecting motivation and achievement.

Personality Traits, Academic Self-Handicapping, Age, Undergraduates, Nigeria

Litvinova, A. , Balarabe, M. and Mohammed, A. (2015) Influence of Personality Traits and Age on Academic Self-Handicapping among Undergraduate Students of Ahmadu Bello University, Zaria, Nigeria. Psychology, 6, 1995-2003. doi: 10.4236/psych.2015.615197.