Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement

Document Type : Original Article

Authors

1 Higher Education Complex of Bam, Kerman, Iran

2 Department of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran

3 Geriatric Care Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran

4 Dept. of Midwifery, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran

5 Department of Educational Sciences, Farhangian University, Tehran, Iran

6 Nusrat Abad Education Department, Zahedan, Iran

Abstract

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.

Highlights

Fatemeh Aliakbari Borovati (Google Scholar)

Naser Mohammadi Ahmadabadi (Google Scholar)

Keywords

References

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History

  • Receive Date: 04 December 2024
  • Revise Date: 20 February 2025
  • Accept Date: 23 February 2025
  • Publish Date: 01 March 2025

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