الإسهام النسبي للدافعية الداخلية الأكاديمية ومفهوم الذات الأكاديمي في التعويق الذاتي الأكاديمي
This study aimed to identify the relative contribution of academic intrinsic motivation and academic self-concept in academic self-handicapping. The sample consisted of (220) male and female students from scientific and humanities colleges in Yarmouk university. The sample answered on the academic intrinsic motivation scale, the academic self-concept scale, and the academic self-handicapping scale. The results of the study indicated that there were no statistically significant differences between the means of the academic self-concept due to the variables of gender and college. The results also indicated that there were statistically significant differences between the means of academic intrinsic motivation due to the gender variable, and there were no statistically significant differences between the means of academic intrinsic motivation due to the college variable. In addition, there were no statistically significant differences between the means of academic self-handicapping due to the variables of gender and college. The results also indicated that academic self-concept explained (5.8%) in predicting academic self-handicapping. Also, the academic self-concept and academic intrinsic motivation together explain (8.5%) in predicting academic self-handicapping. (Published abstract)