Intersections of history and culture migration and transnational identity in kirsty murrays children of the wind series

Abstract

Adolescence is a crucial time when social, emotional, and cognitive growth happens quickly. This stage is further influenced by academic demands, changing personal values, and the emotional atmosphere of their classrooms. Better quality of life and classroom atmosphere have an impact on children’s development, which will assist them in minimizing self- handicapping, building academic competence, creating a positive emotional environment, and strengthening their values. Unfolding these aspects will help the child become a decent citizen. Self-handicapping is defined as any action, assertion or performance setting that increases the chance to externalize (or justify) failure and internalize (take credit for) success. The study aims to determine how academic competence, perceived emotional climate, and personal values contribute to or predict the level of self-handicapping exhibited by students. The study was conducted among 1507 eleventh standard students selected from various districts of Kerala by giving due representation to gender, locale of school, type of management of school, and stream of study. Major findings were obtained through statistical techniques such as t-test, coefficient of correlation, classificatory technique, ANOVA, and Scheffe's multiple comparison. Students who exhibit high levels of academic competence, emotional stability, and personal values are less likely to engage in self-handicapping behaviors. The study also discovered a strong inverse association between self-handicapping behavior and academic competence, perceived emotional climate, and personal values. However, those who experience emotional climates like fear, instability, or extreme distress are more prone to use self-handicapping techniques to safeguard their self-worth. Additionally, personal values were found to have an impact on reducing self-handicapping behavior, especially those connected to power, achievement, stimulation, universalism, and conformity. The variation in academic competence, perceived emotional climate, and personal values also have significant influence on self- handicapping. Parents should prioritize their children's emotional well-being by providing a supportive home environment. Teachers should incorporate classroom activities with constructive feedback, which will help students achieve better academic goals, create a positive emotional climate, and develop desirable personal values. Furthermore, students should develop self-awareness and positive values to effectively tackle self-handicapping strategies, which carry significant educational implications. The study highlights the necessity for comprehensive interventions that target the emotional, cognitive, and social dimensions of student well-being in order to reduce self-handicapping and foster healthier academic outcomes.