Predicting academic self‐handicapping in different age groups: The role of personal achievement goals and social goals

Abstract

There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.

Dominant achievement goals and academic outcomes across tracks in high school

“…In addition, there is abundant room for further studies in which the DAG questions are rephrased in terms of specific school subjects and/or specific time frames as school year, semester or month. Finally, although research has shown that mastery goals buffer students against self-handicapping (Deppe & Harackiewicz, 1996;Leondari & Gonida, 2007;Ntoumanis, Thøgersen-Ntoumani, & Smith, 2009), our results suggest that performance approach goals may do so as well, which is a promising idea to test experimentally. …”

Including social goals in achievement motivation research: Examples from the Philippines

“…For example, Tao (2003) found that having a socially-oriented achievement motivation can be beneficial in terms of facilitating effort and hard work, but it can also lead to feelings of guilt and anxiety. Another study conducted by Leondari and Gonida (2007) among Greek students have indicated that pursuing social approval goals could lead to self-handicapping strategies. Clearly, more research is needed to understand the 'dark' side of social goals.…”

“…Although it is frequently assumed that social goals are more salient in collectivist settings, research among Western participants have also indicated that Western students also endorse social goals, and that social goals also influence learning outcomes (e.g. Dowson & McInerney, 2001, 2003Leondari & Gonida, 2007;Nelson & DeBacker, 2008;Urdan, 1994;Urdan & Maehr, 1995). Clearly, more research is needed to examine the generalizability of the social goal construct across different cultural groups.…”

Self-handicapping strategies for learning of preservice teachers

“…It is defined as the action of delaying the performance of an activity (Ferrari & Tice, 2000;Lay, Knish, & Zanatta, 1992;Leondari & Gonida, 2007;Schraw et al, 2007). For example, students procrastinate when they study only the day before the test or perform an extensive assignment close to the deadline.…”