This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course.

Although psychological engagement (e.g., enjoyment, concentration) may be critical in fostering positive outcomes of youth activity participation, too few studies have been conducted to establish its role in development. Furthermore, an established measurement tool is lacking. In the current study, we evaluated a brief engagement measure with two Canadian samples of youth (Sample 1, N = 290, mean age = 16.9 years, 62% female; Sample 2, N = 1827, mean age = 13.1 years, 54% female). We conducted a confirmatory factor analysis with structural equation modeling to examine the hypothesized structure of the model. We also assessed the measure's validity by testing relations between engagement and both perceived outcomes and positive features of activity settings. Psychological engagement was best captured by three latent cognitive, affective, and relational/spiritual factors and a second‐order latent factor. Also, as anticipated, psychological engagement was associated with features of the activity setting and perceived impact.

Fifty-four male and 80 female Grade 11 students participated in this study of the relationship between extracurricular activities participation and self-description and general and physical self-esteem. We hypothesized that boys would have more positive physical self-perceptions than girls, but that the sexes would not differ on general self-esteem, and that greater participation in extracurricular activities would be related to greater general self-esteem, but that physical self-esteem would be particularly associated with athletic participation. All participants completed a series of measures of physical and general self-esteem as well as self-description (traditionally masculine and feminine attributes) and extracurricular activities participation. The results showed that, as expected, boys and girls did not differ in general self-esteem despite the fact that boys were more satisfied and reported more positive physical selfperceptions. Correlations across all participants showed that greater participation in athletics was associated with greater body satisfaction, and a more masculine self-description was associated with higher self-esteem. In addition, regression analyses mirrored the correlations and showed that greater general self-esteem was associated with more years of competitive athletics participation for boys and with more years of non-athletic activities participation for girls.

Counselor educators rely on a variety of teaching strategies to augment clinical instruction and enhance student learning. Such strategies include action methods, audio/video material, and self‐exploration. While using these strategies, educators are responsible for remaining sensitive to fundamental ethical issues, varied student needs, and academic/professional standards. Despite appearing straightforward and routine, this aspect of counselor education requires ongoing appraisal to ensure adherence to ethical guidelines, program integrity, and student well‐being. This article reviews various teaching strategies, discusses ethical implications associated with each strategy, and provides preliminary guidelines to enhance counselor educator ethical practice and student well‐being.