Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale

Clarke, Indako E.; MacCann, Carolyn

doi:10.1016/j.paid.2016.03.080

Cited by 29 publications

(23 citation statements)

References 19 publications

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“…Finally, along the lines suggested by Ferradás et al (2016), it is necessary to consider that the two profiles that stand out for the high utilization of behavioral selfhandicapping (LSE/HBSH and LSE/HSH) are those that significantly adopt work-avoidance goals. These data confirm the importance of differentiating between claimed selfhandicapping and behavioral self-handicapping (e.g., Clarke & MacCann, 2016) because the high use of the latter (either exclusively or in combination with the claimed selfhandicapping) entails more dysfunctional achievement motivations in the academic context (King & McInerney, 2014).…”

Section: Discussionsupporting

confidence: 72%

“…The first involves some type of direct action (e.g., reduce effort, procrastinate), whereas the second comprises the verbalization of some handicap (e.g., anxiety, fatigue) without necessarily implying an external behavior that compromises achievement (Hirt, Deppe, & Gordon, 1991). From this perspective, behavioral self-handicapping is more maladaptive than claimed selfhandicapping, as some studies have demonstrated (Clarke & MacCann, 2016;Ferradás, Freire, Valle, & Núñez, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Perfiles de self-handicapping y autoestima y su relación con las metas de logro

2018

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El presente trabajo pretende profundizar en el conocimiento del self-handicapping académico. Dos son los objetivos de este estudio: (a) identificar posibles perfiles de estudiantes a partir de la combinación del self-handicapping (conductual y alegado) y la autoestima; y (b) analizar las diferencias entre estos perfiles en cuanto a sus metas de logro (aprendizaje, aproximación al rendimiento, evitación del rendimiento y evitación del trabajo). Participaron en la investigación 1028 estudiantes universitarios. Para la obtención de los perfiles se realizó un análisis de perfiles latentes. Las diferencias entre perfiles en las metas de logro se analizaron mediante un MANCOVA, tomando como covariables el género y el curso. Se obtuvieron cinco perfiles de estudiantes: BA/ASH (baja autoestima y alto self-handicapping); BA/ASHA (baja autoestima y alto self-handicapping alegado); BA/ASHC (baja autoestima y alto self-handicapping conductual); MA/MSH (moderada autoestima y moderado self-handicapping); y MA/BSH (moderada autoestima y bajo self-handicapping). Estos perfiles se diferenciaron entre sí significativamente en cuanto a sus metas de logro. Los resultados de este trabajo contribuyen a la comprensión de las características motivacionales de los estudiantes self-handicappers. Dado lo disfuncional que resultan estas estrategias, se plantean algunas pautas psicoeducativas dirigidas a la prevención del self-handicapping en el contexto académico.

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Section: Discussionsupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Perfiles de self-handicapping y autoestima y su relación con las metas de logro

2018

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“…Self-handicapping, also considered a defensive self-protection strategy, refers to the various ways in which people create obstacles for themselves to provide an a priori excuse for possible failure in the future in order to ensure that inability is not blamed and self-worth is preserved (Snyder et al, 2014; Clarke and Maccann, 2016). In the event of success despite self-handicapping, self-perceptions of ability are elevated and feelings of self-worth are improved or maintained (Berglas and Jones, 1978; Covington, 1992, 2009).…”

Section: Introductionmentioning

confidence: 99%

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

et al. 2018

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Previous research has suggested that children praised for ability are more likely to attribute their failure to low ability compared to those who are praised for effort. At the same time, self-worth theory suggests that when an individual’s self-worth is threatened, they are likely to use a self-serving attributional strategy and self-handicapping. From the perspective of self-worth theory, the present study investigated how ability and effort praise influenced children’s failure attribution, self-handicapping, and their subsequent performance compared to simple informational feedback. Fifth graders (N = 103, average age = 11.2 years, SD = 0.71) were randomly assigned to three praise conditions (ability, effort, or no praise). The results revealed that children praised for ability were more likely to attribute their subsequent failure to non-ability factors and indicate more claimed and behavioral self-handicapping than children who were praised for effort or not praised at all. As behavioral self-handicapping created actual obstacles to progress, children praised for ability made significantly less improvement in their performance than those in the other two groups. In addition, the findings showed that children praised for effort also adopted the claimed self-handicapping and defensive attributional strategies compared to those in the no-praise conditions. These results indicate that parents and teachers should not haphazardly administer praise. Implications for parents, teachers, and future research directions, including the replication of this study in diverse cultural settings, conditions of effort praise, and effects of other types of praise, are discussed.

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“…Vannak, akik a halogatást az egyik leggyakoribb önhátráltató stratégiaként értelmezik, és gyakran a halogatás méréséből vonnak le következtetéseket az önhátráltatásra vonatkozóan (Clarke & MacCann, 2016). A halogatás leginkább elfogadott, tanulással kapcsolatos jelentése szerint "olyan maladaptív megküzdési stratégia, mely során a tanuló egy feladat elvégzését későbbre halasztja, ami stresszt, érzelmi diszkomfortot és bűntudatot von maga után" (Kim & Seo, 2015, p. 27), továbbá járhat álmatlan éjszakákkal és pánikkal is (Jadidi, Mohammadkhanib, & Tajrish, 2011).…”

Section: A Halogatás éRtelmezéseunclassified

Tanulást hátráltató, nem hatékony stratégiák és korrigálási lehetőségeik

Nagy

Molnár

2017

Magyar Pedagógia

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Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale

Cited by 29 publications

References 19 publications

Perfiles de self-handicapping y autoestima y su relación con las metas de logro

Perfiles de self-handicapping y autoestima y su relación con las metas de logro

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

Tanulást hátráltató, nem hatékony stratégiák és korrigálási lehetőségeik

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