A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement

Török, Lilla; Szabó, Zsolt Péter; Tóth, László

doi:10.1007/s11218-018-9460-z

Cited by 33 publications

(35 citation statements)

References 148 publications

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“…Finally, the findings provide evidence to suggest that there is a direct and negative relationship between students' hindering behaviors and their academic achievement. This finding supports the available literature, which indicates that students' hindering behaviors influence their academic scores negatively (Barutçu Yıldırım, & Demir, 2019;Török, Szabó, & Tóth, 2018). These studies emphasized that students' hindering behaviors have negative effects on their academic performance and well-being.…”

Section: Discussionsupporting

confidence: 90%

“…They would not exhibit collaborative behaviors and we would observe some undesired behaviors such as less or no participation in the learning process, lack of communication among them, ignoring subjects, low self-efficacy perception and self-handicapping (Özgüngör, 2008;Smith, Sinclair, & Chapman, 2002;Üzbe & Bacanlı, 2015;Virtanen, Kivimaki, Luopa, Vahtera, Elovainio, Jokela, & Pietikainen, 2009). Student hindering behaviors have negative effects on their academic performance and well-being (Török, Szabó, & Tóth, 2018). Moreover, they cause exam anxiety (Barutç u, Yıldırım & Demir, 2019) and emotional exhaustion (Akın, 2012).…”

Section: Student Hinderingmentioning

confidence: 99%

“…One of them is self-hindering. Self-hindering behaviors have negative impacts on student achievement, their well-being and their self-confidence (Török, Szabó, & Tóth, 2018;Yu & McLellan, 2019). Additionally, teachers' self-hindering attitudes affect teachers' self-efficacy, professional development and teaching performance in a negative way (Goddard, Goddard, & Tschannen-Moran, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Relationships between Students’ Socioeconomic Status, Parental Support, Students’ Hindering, Teachers’ Hindering and Students’ Literacy Scores: PISA 2018

Çoban

2020

WJE

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This research was conducted in Turkey and it examined the relationships between fifteen-year-old students’ PISA 2018 literacy scores and student-level and school-level variables. This study aimed to examine the relationships between students’ hindering, teachers’ hindering, socioeconomic status, parental support and student achievement. The research is a correlational study. A relational screening model was used in this research. Six thousand eight hundred and ninety students from one hundred and eighty-six schools in twelve regions of the Nomenclature of Territorial Units for Statistics (NUTS) Level 1 joined PISA 2018 in Turkey. OECD selected these students randomly. In PISA 2018, school sampling was determined by a stratified random sampling method. Teachers’ hindering, students’ hindering questionnaires are from the school principals’ questionnaire and the parental support questionnaire was taken from the student questionnaire. Additionally, students’ genders and their socioeconomic status were taken from the background questionnaire. To analyze these variables, a hierarchic linear model was used. Multilevel structural modeling (MSEM) was selected and Bayesian estimation with latent variables was performed. There are direct relationships between students’ genders, socioeconomic status, teachers’ hindering behaviors, students’ hindering behaviors, parental support and Turkish students’ reading skill scores. There is also an indirect relationship between teachers’ hindering behavior and students’ reading skill scores via students’ hindering behavior.

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Section: Discussionsupporting

confidence: 90%

Section: Student Hinderingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relationships between Students’ Socioeconomic Status, Parental Support, Students’ Hindering, Teachers’ Hindering and Students’ Literacy Scores: PISA 2018

Çoban

2020

WJE

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“…In contrast, after receiving negative feedback, students primed with a fixed mindset tend to forgo the opportunity to improve the skills needed for success (Hong et al, 1999;Nussbaum & Dweck, 2008). This kind of behaviour is termed self-handicapping, which involves deliberately creating barriers to success so that potential failure is less indicative of one's ability (Török et al, 2018).…”

Section: Different Mindsets Different Motivational Frameworkmentioning

confidence: 99%

Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

McLellan

2020

Contemporary Educational Psychology

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“…Instruments for measuring the selfhandicapping aspects of students can use the Self-Handicapping Scale (SHS) (Török, Szabó, & Tóth, 2018), with 6 question items. However, the researcher has modified it into 10 questions and adjusted it to the context of physical education learning at the university level, such as giving the excuse "I got a bad test result, because I played futsal late at night, before the exam".…”

Section: Self-handicappingmentioning

confidence: 99%

Self-Esteem, Adversity Quotient and Self-Handicapping: Which Aspects Are Correlated With Achievement Goals?

Jumareng

Setiawan

2021

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Psychology is one of the potential factors to be successful in physical education learning at universities. However, it is still unknown that among self-esteem, adversity quotient, and self-handicapping has more correlation with achievement goals. This quantitative correlational study aims to investigate the correlation among self-esteem, adversity quotient, self-handicapping, and achievement goals. The participants of this study were 80 female students. These student were in the third or fourth years of the participating universities. The instruments to collect the data were self-esteem, adversity quotient, self-handicapping, and achievement goal questionnaires. In statistical analysis, SPSS version 25 was used to find bivariate correlation and regression with a significance level of .05. The results show that self-esteem is positively correlated with adversity quotient, self-handicapping, and goal achievement. Then, the adversity quotient is positively correlated with self-handicapping and achievement goals. Meanwhile, self-handicapping has a negative correlation with achievement goals. To optimally achieve the goals in physical education classes, the aspects of self-esteem and adversity quotient should be correlated. However, self-esteem does not necessarily need to be correlated with self-handicapping. This study benefits the development of science, especially the field of psychology and physical education. The result of this study may be used to produce students with a high level of achievement goals in physical education learning at universities.

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A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement

Cited by 33 publications

References 148 publications

Relationships between Students’ Socioeconomic Status, Parental Support, Students’ Hindering, Teachers’ Hindering and Students’ Literacy Scores: PISA 2018

Relationships between Students’ Socioeconomic Status, Parental Support, Students’ Hindering, Teachers’ Hindering and Students’ Literacy Scores: PISA 2018

Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

Self-Esteem, Adversity Quotient and Self-Handicapping: Which Aspects Are Correlated With Achievement Goals?

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