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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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    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; · 2.40 Impact Factor