Academic motivation as a mediator between contingent self-esteem and self-handicapping: a sample of Hong Kong university students

Abstract

Past research findings suggested a linear positive relation between contingent self-esteem and self-handicapping, and a potential curvilinear trend of U-shape between self-esteem and self-handicapping, yet the underlying mechanisms of the two relationships received little attention. The present study examined mediation role of different motivation types in the two separate relationships and explored both linear and quadratic regression functions of contingent self-esteem and self-esteem for self-handicapping. A sample of 206 Hong Kong local university students aged between 18 and 25 participated in the study by completing an online questionnaire composed of Contingent Self-Esteem Scale, General Self Subscale of the Chinese Adolescent Self-Esteem Scales, Academic Motivation Scale, and Academic Self-Handicapping Strategies Scale. The paired sample t-test revealed that Hong Kong university students were more extrinsically motivated in academic learning. Regression and mediation analyses indicated that self-esteem exhibited a curvilinear (inverted U-shape) trend with self-handicapping and Intrinsic Motivation To Know, Intrinsic Motivation Toward Accomplishments, and Amotivation completely mediated the relationship between the two. Regression and mediation analyses also revealed that contingent self-esteem was positively associated with self-handicapping and Amotivation inconsistently mediated the relationship between the two. These findings highlight some important implications to the human service professionals and the education system in Hong Kong, in views of the true effectiveness of bolstering self-esteem, the need for promoting intrinsic motivation in local learning, and the need for psychoeducation in stress management.