Perceived discrimination and academic procrastination among college students with physical disabilities: the mediating role of feelings of shame and self-handicapping

BACKGROUND: Students with physical disabilities frequently experience perceived discrimination and often face psychological challenges. However, research on perceived discrimination among students with physical disabilities rarely extends to unfavorable educational outcomes. AIMS: This study aims to explore the association between perceived discrimination and academic procrastination among college students with physical disabilities, with self-handicapping and feelings of shame acting as serial mediators in this association. SAMPLE: 1142 Chinese college students with physical disabilities participated in the present study. METHOD: An online questionnaire collected anonymous data on demographics, perceived discrimination, self-handicapping, feelings of shame, and academic procrastination among students with physical disabilities. RESULTS: The results revealed that perceived discrimination is positively associated with academic procrastination among college students with physical disabilities. The link between perceived discrimination and academic procrastination occurred mainly through three paths: the mediating effect of feelings of shame, self-handicapping, and the serial mediating effects of feelings of shame and self-handicapping. CONCLUSION: Students with physical disabilities who perceive high discrimination may perceive themselves as less capable, which is associated with increased self-handicapping, heightened feelings of shame, and severe academic procrastination. These findings underscore the significant negative consequences of discrimination on the mental health and educational well-being of marginalized student groups.