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The affective consequences of self-handicapping.

ABSTRACT Examined the impact of self-selected handicaps on affective reactions to failure in 65 undergraduates in an experimental condition and 20 controls. Experimental Ss were told to chose music that either inhibited or (self-handicapping) or facilitated (nonself-handicapping) performance on a test of spatial relations; control Ss were told that no differences existed between the musical tapes. Ss completed affective measures before and after noncontingent failure feedback. Ss who chose to self-handicap on this task were significantly less likely to show decreased positive affect than those who did not. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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    • "There is also evidence that self-handicappers tend to discount ability attributions as explanations for failure, and that they augment ability attributions to explain success (Feick and Rhodewalt, 1997; Tice, 1991). Garcia (1995) argued that self-handicapping is a method for regulating affective responses to failure, and there is evidence that self-handicappers experience a smaller decline in positive affect after failure than nonhandicappers do (Drexler et al., 1995). "
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    ABSTRACT: Some students put off studying until the last minute, fool around the night before a test, and otherwise reduce effort so that if their subsequent performance is low, these circumstances will be seen as the cause rather than lack of ability. These strategies are called self-handicapping because they often undermine performance. In this paper, we begin with a definition of academic self-handicapping. Next, we review our research in which we used achievement goal theory as a framework for examining academic handicapping among elementary and middle school students. We discuss the implications of the recent conceptualization of approach and avoidance components of performance goals for handicapping. We conclude with a consideration of some potentially fruitful future directions for research on academic self-handicapping, focusing particularly on individual differences in handicapping, contextual influences, and the methods used to study handicapping. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/44449/1/10648_2004_Article_292340.pdf
    Educational Psychology Review 01/2001; 13(2). DOI:10.1023/A:1009061303214 · 2.40 Impact Factor
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    ABSTRACT: Self-handicapping strategies that were first described by Berglas and Jones (1978) consist in creating the existence of obstacles or proclaiming those obstacles (Leary & Shepperd, 1986) before an assessment or an achievement situation that could threaten the self (Snyder & Smith, 1982). The scientific works on these strategies are based on different theoretical frameworks and are particularly varied mainly because of their multiple manifestations. The purpose of the present article is to review the literature in order to identify the converging elements of the theories that are most often used to account for the use of self-handicapping strategies, namely attributional theories, self-presentation theory, and achievement goals theories. The analysis of theoretical foundations and characteristics of self-handicapping strategies allows then to highlight the central role of self-esteem and presents an original approach to understand the process operated by users.
    Psychologie Française 05/2014; DOI:10.1016/j.psfr.2014.04.002 · 0.30 Impact Factor