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Raymond L Debus - One of the best experts on this subject based on the ideXlab platform.
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self handicapping defensive pessimism and goal orientation a qualitative study of university students
Journal of Educational Psychology, 2003Co-Authors: Andrew J Martin, Herbert W Marsh, Alan Williamson, Raymond L DebusAbstract:Interviews with 1st-year university students selected as high or low in either Self-Handicapping or defensive pessimism identified (a) personal perspectives on the nature of Self-Handicapping and defensive pessimism, (b) the perceived reasons why they engage in these strategies and the perceived advantages that follow from them, and (c) the extent to which ego goals and task goals mark their approach to their studies. The data confirm previous quantitative research and also provide important qualitative information on the congruencies and differences in goal orientation for self-handicappers and defensive pessimists, the social and academic costs of self-protective behavior, the control students feel they have over their self-protective behavior, and the roles of the family and students' culture in their tendency to self-protect. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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self handicapping and defensive pessimism a model of self protection from a longitudinal perspective
Contemporary Educational Psychology, 2003Co-Authors: Andrew J Martin, Herbert W Marsh, Raymond L DebusAbstract:Abstract This research places Self-Handicapping and defensive pessimism (comprising defensive expectations and reflectivity) into a single conceptual and analytic framework that models the full self-protective process across time. Data on two occasions collected during students’ (n=328) first two years at university show: performance orientation positively predicts Self-Handicapping, defensive expectations, and reflectivity; task-orientation negatively predicts Self-Handicapping and defensive expectations and positively predicts reflectivity; uncertain personal control positively predicts defensive expectations and reflectivity; and an external attributional orientation positively predicts Self-Handicapping and defensive expectations. Although both Self-Handicapping and defensive expectations negatively affect academic outcomes, the negative effects of Self-Handicapping were more marked. In contrast to these counter-productive strategies, reflectivity had positive effects on academic engagement.
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self handicapping and defensive pessimism exploring a model of predictors and outcomes from a self protection perspective
Journal of Educational Psychology, 2001Co-Authors: Andrew J Martin, Herbert W Marsh, Raymond L DebusAbstract:The present study is centrally concerned with Self-Handicapping and defensive pessimism (comprising defensive expectations and reflectivity), the factors that predict these strategies, and the associations between these strategies and a variety of academic outcomes. Major findings are that task orientation negatively predicts both Self-Handicapping and defensive expectations and positively predicts reflectivity; uncertain personal control positively predicts defensive expectations, and to a lesser extent, Self-Handicapping; and an external attributional orientation is positively associated with Self-Handicapping, and to a lesser extent, defensive expectations. Both Self-Handicapping and defensive expectations are negatively associated with self-regulation and persistence, whereas reflectivity is positively associated with these outcomes. Students high in Self-Handicapping received lower end-of-year grades than did students low in Self-Handicapping and were less likely to be in attendance 1 year later.
Marcy A. Church - One of the best experts on this subject based on the ideXlab platform.
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a motivational analysis of defensive pessimism and self handicapping
Journal of Personality, 2003Co-Authors: Andrew J. Elliot, Marcy A. ChurchAbstract:Two studies examined motivational influences on and correlates of defensive pessimism and Self-Handicapping and investigated the relationship between these two cognitive strategies and performance attainment. The findings indicated that defensive pessimism and Self-Handicapping have similar motivational profiles, with the primary difference being that Self-Handicapping represents the absence of approach motivation in the achievement domain, as well as the presence of avoidance motivation. Self-Handicapping, but not defensive pessimism, was shown to undermine performance-attainment, and performance-avoidance goals were validated as mediators of this negative relationship. Issues regarding the functional nature of the two cognitive strategies are discussed.
Andrew J Martin - One of the best experts on this subject based on the ideXlab platform.
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self handicapping defensive pessimism and goal orientation a qualitative study of university students
Journal of Educational Psychology, 2003Co-Authors: Andrew J Martin, Herbert W Marsh, Alan Williamson, Raymond L DebusAbstract:Interviews with 1st-year university students selected as high or low in either Self-Handicapping or defensive pessimism identified (a) personal perspectives on the nature of Self-Handicapping and defensive pessimism, (b) the perceived reasons why they engage in these strategies and the perceived advantages that follow from them, and (c) the extent to which ego goals and task goals mark their approach to their studies. The data confirm previous quantitative research and also provide important qualitative information on the congruencies and differences in goal orientation for self-handicappers and defensive pessimists, the social and academic costs of self-protective behavior, the control students feel they have over their self-protective behavior, and the roles of the family and students' culture in their tendency to self-protect. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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self handicapping and defensive pessimism a model of self protection from a longitudinal perspective
Contemporary Educational Psychology, 2003Co-Authors: Andrew J Martin, Herbert W Marsh, Raymond L DebusAbstract:Abstract This research places Self-Handicapping and defensive pessimism (comprising defensive expectations and reflectivity) into a single conceptual and analytic framework that models the full self-protective process across time. Data on two occasions collected during students’ (n=328) first two years at university show: performance orientation positively predicts Self-Handicapping, defensive expectations, and reflectivity; task-orientation negatively predicts Self-Handicapping and defensive expectations and positively predicts reflectivity; uncertain personal control positively predicts defensive expectations and reflectivity; and an external attributional orientation positively predicts Self-Handicapping and defensive expectations. Although both Self-Handicapping and defensive expectations negatively affect academic outcomes, the negative effects of Self-Handicapping were more marked. In contrast to these counter-productive strategies, reflectivity had positive effects on academic engagement.
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self handicapping and defensive pessimism exploring a model of predictors and outcomes from a self protection perspective
Journal of Educational Psychology, 2001Co-Authors: Andrew J Martin, Herbert W Marsh, Raymond L DebusAbstract:The present study is centrally concerned with Self-Handicapping and defensive pessimism (comprising defensive expectations and reflectivity), the factors that predict these strategies, and the associations between these strategies and a variety of academic outcomes. Major findings are that task orientation negatively predicts both Self-Handicapping and defensive expectations and positively predicts reflectivity; uncertain personal control positively predicts defensive expectations, and to a lesser extent, Self-Handicapping; and an external attributional orientation is positively associated with Self-Handicapping, and to a lesser extent, defensive expectations. Both Self-Handicapping and defensive expectations are negatively associated with self-regulation and persistence, whereas reflectivity is positively associated with these outcomes. Students high in Self-Handicapping received lower end-of-year grades than did students low in Self-Handicapping and were less likely to be in attendance 1 year later.
Frederick Rhodewalt - One of the best experts on this subject based on the ideXlab platform.
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self handicapping on the self perpetuating nature of defensive behavior
Social and Personality Psychology Compass, 2008Co-Authors: Frederick RhodewaltAbstract:The term Self-Handicapping was introduced by Jones and Berglas (1978) to refer to the creation of barriers to successful performance for the purpose of controlling attributions about the self. In the event of failure, attributions to lack of ability are diminished or discounted because of the handicap and, in the event of success, attributions to ability are enhanced or augmented because of the handicap. This article reviews over 25 years of research on Self-Handicapping. A process model is presented in which individual differences in goals and concerns dynamically interact with situational threats to elicit Self-Handicapping behavior which produces consequences that perpetuate the use of the behavior in future situations.
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conceptions of ability achievement goals and individual differences in self handicapping behavior on the application of implicit theories
Journal of Personality, 1994Co-Authors: Frederick RhodewaltAbstract:This study tested the hypothesis that individual differences in the tendency to engage in Self-Handicapping were related to beliefs about the mutability of ability attributes and the pursuit of different achievement goals. Correlational data indicated that high self-handicappers as defined by the Self-Handicapping Scale (Jones & Rhodewalt, 1982) believed that ability traits were more innately determined. They were mote likely to endorse performance goals (demonstration of ability) than were low self-handicappers. Low self-handicappers, in contrast, held a more incremental view of ability traits and pursued learning goals (increasing competence). Results are discussed in terms of the cognitive underpinnings of self-protective behavior.
Tim Urdan - One of the best experts on this subject based on the ideXlab platform.
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predictors of academic self handicapping and achievement examining achievement goals classroom goal structures and culture
Journal of Educational Psychology, 2004Co-Authors: Tim UrdanAbstract:The purposes of this study were to examine the predictors and achievement consequences of academic Self-Handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school students (N = 675). Performance-avoidance and classroom performance goal structure were positively associated with Self-Handicapping, whereas performance-approach goals negatively predicted handicapping. Self-Handicapping was negatively associated with achievement in English. Cultural differences in the effects of performance goals on achievement and in the effects of classroom performance goal structure on the subsequent adoption of personal performance goals were found. Implications for efforts to alter classroom goal structures are discussed.
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academic self handicapping and achievement goals a further examination
Contemporary Educational Psychology, 2001Co-Authors: Carol Midgley, Tim UrdanAbstract:Abstract This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of Self-Handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping.
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the role of classroom goal structure in students use of self handicapping strategies
American Educational Research Journal, 1998Co-Authors: Tim Urdan, Carol Midgley, Eric M. AndermanAbstract:Some students purposefully use Self-Handicapping strategies (e.g., procrastinating, fooling around, getting involved in many activities) so that these circumstances, rather than lack of ability, will be seen as the cause if subsequent performance is low. The aim of the present study was to determine whether we could reliably assess fifth-grade students’ reports of their use of Self-Handicapping strategies and to examine individual- and classroom-level predictors of Self-Handicapping. Surveys were given to 646 fifth-grade students. The handicapping items formed a single factor with good internal consistency. Handicapping varied significantly across classrooms. Using hierarchical linear modeling, we found that boys used handicapping more than girls did and students’ grade point average and perceived academic competence were negatively related to handicapping. Students’ perceptions of an emphasis on relative ability in the classroom (ability goal structure) as well as teachers’ reported use of instructional ...