The relationship between self-handicapping and childhood trauma with the mediating role of feeling trapped in physical education students

Document Type : Original Article

Authors

1 Department of Educational Psychology, Roudhen Branch, Islamic Azad University, Roudhen, Iran

2 Master of General Psychology, Department of General Psychology, Kashan Branch, Islamic Azad University, Kashan, Iran.

Abstract

Objectives:

This research was carried out with the aim of determining the fit of the structural equation model of self-handicapping based on childhood trauma with regard to the mediating role of feeling trapped in physical education students.

Materials and methods:

The research was fundamental, quantitative and descriptive-correlation. The study population was all physical education students of Qom Azad University who were studying in 1402-1403. In order to carry out this research, 200 were selected using the available method and responded to Jones and Rudwalt's self-handicapping questionnaires (SHS), Bernstein's childhood trauma (CTQ), Gilbert and Alan's sense of distress (FTQ). For data analysis, correlation matrix model and modeling method was used and using SPSS26 and smartPLS3 software.

Findings:

The results showed that the indicators of the proposed model have an acceptable fit and the paths of the model were accepted. According to the findings, childhood trauma (P=0.001, β=0.75) and feeling trapped (P=0.001, β=0.25) had a positive and significant effect on self-handicapping. Also, childhood trauma (P=0.001, β=0.66) had a positive and significant effect on the feeling of distress. Also, the mediating role of feeling trapped was accepted at the 0.95 percent confidence level (P=0.001, β=0.16).

Conclusion:

Based on the above findings, it can be said that childhood trauma has a direct and indirect effect on the self-handicapping of physical education students

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