Academic self-handicapping is a self-protective behaviour where learners build or claim barriers to academic performance with the aim of preserving their self-esteem and mitigate the psychological cost of potential failure. This narrative review explored the psychological aspects of academic self-handicapping and its consequences on students' academic performance. A review of pertinent literature was conducted using Google Scholar, Scopus, ScienceDirect, APA PsycNet, ResearchGate, and ERIC. Results indicated that fear of failure, self-worth concerns, performance-avoidance goals, academic anxiety, maladaptive perfectionism, procrastination, external locus of control, poor self-regulation and neuroticism are related to academic self-handicapping. While academic selfhandicapping might provide temporary relief from feelings of failure and inadequacy, it ultimately is associated with poorer academic outcomes, lower academic motivation, and low engagement. Additionally, it is related to increased levels of academic stress and anxiety, poor academic adjustment and academic burnout. The review highlights the self-perpetuating nature of academic self-handicapping, as fear of failure leads to avoidance, less preparation, poor performance and increased academic self-handicapping. Therefore, academic selfhandicapping can be reduced through the promotion of learning environments which promote self-regulation, autonomy, resilience, positive accomplishment goals and healthy attitudes toward mistakes. Using early detection, self-determination treatments and appropriate counselling can help further equip students with adaptive academic behaviours.

Nusratul Islam, Atoofa Younis, Syed Ishfaq Ahmad Shah, "Academic Self-Handicapping Among Students: Psychological Factors and Academic Consequences" International Journal of Humanities and Social Sciences Research Studies, V1(3): Page(154-164) July - August 2026. ISSN: 3139-0854. www.ijhssrs.com. Published by Scientific and Academic Research Publishing.