Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement
Background: Academic self-handicapping, as a psychological defense strategy, can lead to reduced academic performance, diminished mental health, and increased stress levels. This study aimed to design and validate a new academic self-handicapping scale tailored for nursing and midwifery students in...
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Shiraz University of Medical Sciences
2025-03-01
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| Series: | Interdisciplinary Journal of Virtual Learning in Medical Sciences |
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| Online Access: | https://ijvlms.sums.ac.ir/article_50824_df9e11dcfa8a12c0c59d0c4098671b78.pdf |
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| author | Fatemeh Aliakbari Borovati Naser Mohammadi Ahmadabadi Shahrzad Sanjari Alireza Keikha Asma Bameri Gholamhasan Panahi Mohammadreza Mohamadi Soliemani |
| author_facet | Fatemeh Aliakbari Borovati Naser Mohammadi Ahmadabadi Shahrzad Sanjari Alireza Keikha Asma Bameri Gholamhasan Panahi Mohammadreza Mohamadi Soliemani |
| author_sort | Fatemeh Aliakbari Borovati |
| collection | DOAJ |
| description | Background: Academic self-handicapping, as a psychological defense strategy, can lead to reduced academic performance, diminished mental health, and increased stress levels. This study aimed to design and validate a new academic self-handicapping scale tailored for nursing and midwifery students in Iran.Methods: This mixed-methods exploratory study was conducted in two phases from September 2021 to February 2022 at the nursing and midwifery faculties of 10 medical universities across various cities in Iran. In the qualitative phase, 30 nursing and midwifery students were selected through purposive sampling, and semi-structured interviews were conducted to identify the dimensions of academic self-handicapping. In the cross-sectional quantitative phase, the statistical population consisted of 1,080 students selected through a multi-stage cluster sampling method. Qualitative data were analyzed using thematic analysis, with interviews coded iteratively. Quantitative analysis involved computing Content Validity Ratio (CVR) and Content Validity Index (CVI) for content validity, correlating the new scale with Jones and Rhodewalt's questionnaire (1982) for concurrent validity, and employing Exploratory and Confirmatory Factor Analyses (EFA and CFA) to assess construct validity using SPSS 22 and LISREL 8. Descriptive statistics, Pearson correlation, and Cronbach’s alpha were also calculated to evaluate the reliability.Results: Content validity was confirmed with high CVR and CVI indices (0.80 to 1.00). The EFA revealed five main dimensions: Academic Motivation and Goals, Anxiety and Worries, Communication and Technological Challenges, Time Management Skills, and Social Support, each consisting of four items, resulting in a total of 20 items. These five dimensions accounted for 63.58% of the data variance. The CFA indicated a good model fit (χ²/df=2.31, RMSEA=0.056, CF=0.94, TLI=0.93, SRMR=0.045). A significant positive correlation (r=0.71, p<0.001) was observed between the new scale and the Jones and Rhodewalt's questionnaire, confirming concurrent validity. Reliability was confirmed with a Cronbach’s alpha coefficient of 0.84 for the total scale ranging from 0.75 to 0.78, indicating strong internal consistency.Conclusion: The newly developed scale is a valid and reliable tool for assessing self-handicapping behaviors among nursing and midwifery students in Iran's virtual learning environments. It can help identify various dimensions of self-handicapping and support researchers and educational administrators in developing effective interventions and strategies to enhance academic engagement and support students’ mental health. |
| format | Article |
| id | doaj-art-818f8c4a51e3463fa331b8b1840acaff |
| institution | DOAJ |
| issn | 2476-7263 2476-7271 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Shiraz University of Medical Sciences |
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| series | Interdisciplinary Journal of Virtual Learning in Medical Sciences |
| spelling | doaj-art-818f8c4a51e3463fa331b8b1840acaff2025-08-20T03:17:23ZengShiraz University of Medical SciencesInterdisciplinary Journal of Virtual Learning in Medical Sciences2476-72632476-72712025-03-0116182310.30476/ijvlms.2025.105011.132450824Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and AgreementFatemeh Aliakbari Borovati0Naser Mohammadi Ahmadabadi1Shahrzad Sanjari2Alireza Keikha3Asma Bameri4Gholamhasan Panahi5Mohammadreza Mohamadi Soliemani6Higher Education Complex of Bam, Kerman, IranDepartment of Educational Sciences and Psychology, Payam Noor University, Tehran, IranGeriatric Care Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, IranDepartment of Educational Sciences, Farhangian University, Tehran, IranNusrat Abad Education Department, Zahedan, IranDepartment of Educational Sciences, Farhangian University, Tehran, IranDepartment of Educational Sciences, Farhangian University, Tehran, IranBackground: Academic self-handicapping, as a psychological defense strategy, can lead to reduced academic performance, diminished mental health, and increased stress levels. This study aimed to design and validate a new academic self-handicapping scale tailored for nursing and midwifery students in Iran.Methods: This mixed-methods exploratory study was conducted in two phases from September 2021 to February 2022 at the nursing and midwifery faculties of 10 medical universities across various cities in Iran. In the qualitative phase, 30 nursing and midwifery students were selected through purposive sampling, and semi-structured interviews were conducted to identify the dimensions of academic self-handicapping. In the cross-sectional quantitative phase, the statistical population consisted of 1,080 students selected through a multi-stage cluster sampling method. Qualitative data were analyzed using thematic analysis, with interviews coded iteratively. Quantitative analysis involved computing Content Validity Ratio (CVR) and Content Validity Index (CVI) for content validity, correlating the new scale with Jones and Rhodewalt's questionnaire (1982) for concurrent validity, and employing Exploratory and Confirmatory Factor Analyses (EFA and CFA) to assess construct validity using SPSS 22 and LISREL 8. Descriptive statistics, Pearson correlation, and Cronbach’s alpha were also calculated to evaluate the reliability.Results: Content validity was confirmed with high CVR and CVI indices (0.80 to 1.00). The EFA revealed five main dimensions: Academic Motivation and Goals, Anxiety and Worries, Communication and Technological Challenges, Time Management Skills, and Social Support, each consisting of four items, resulting in a total of 20 items. These five dimensions accounted for 63.58% of the data variance. The CFA indicated a good model fit (χ²/df=2.31, RMSEA=0.056, CF=0.94, TLI=0.93, SRMR=0.045). A significant positive correlation (r=0.71, p<0.001) was observed between the new scale and the Jones and Rhodewalt's questionnaire, confirming concurrent validity. Reliability was confirmed with a Cronbach’s alpha coefficient of 0.84 for the total scale ranging from 0.75 to 0.78, indicating strong internal consistency.Conclusion: The newly developed scale is a valid and reliable tool for assessing self-handicapping behaviors among nursing and midwifery students in Iran's virtual learning environments. It can help identify various dimensions of self-handicapping and support researchers and educational administrators in developing effective interventions and strategies to enhance academic engagement and support students’ mental health.https://ijvlms.sums.ac.ir/article_50824_df9e11dcfa8a12c0c59d0c4098671b78.pdfacademic self-handicappingscalestudentsnursingmidwiferyeducationdistance |
| spellingShingle | Fatemeh Aliakbari Borovati Naser Mohammadi Ahmadabadi Shahrzad Sanjari Alireza Keikha Asma Bameri Gholamhasan Panahi Mohammadreza Mohamadi Soliemani Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement Interdisciplinary Journal of Virtual Learning in Medical Sciences academic self-handicapping scale students nursing midwifery education distance |
| title | Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement |
| title_full | Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement |
| title_fullStr | Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement |
| title_full_unstemmed | Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement |
| title_short | Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement |
| title_sort | development and validation of the academic self handicapping scale for nursing and midwifery students a study of reliability and agreement |
| topic | academic self-handicapping scale students nursing midwifery education distance |
| url | https://ijvlms.sums.ac.ir/article_50824_df9e11dcfa8a12c0c59d0c4098671b78.pdf |
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