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The present study examined the differences in academic self-handicapping among undergraduate students based on personality traits and age. Participants (N = 440) completed two questionnaires— Big Five Inventory and Self-handicapping Scale. Analysis of data reveals that significant negative correlation exists between academic self-handicapping of undergraduates and their next personality traits—agreeableness, conscientiousness and openness to new experience (with r = -.322, -.317 and -.161 respectively), while with neuroticism this correlation is positive (r = .439). The academic self-handicapping did not show any significant correlation with extraversion and students’ age. Considering the negative impact of academic self-handicapping in educational process and significant relationship between academic self-handicapping and personality traits, teachers and counsellors need to pay more attention to students’ personality as one of the important factors affecting motivation and achievement.

Influence of Personality Traits and Age on Academic Self-Handicapping among Undergraduate Students of Ahmadu Bello University, Zaria, Nigeria