The role of classroom goal structure in students' use of self-handicapping strategies

American Educational Research Journal

Volumn 35, Issue 1, 1998, Pages 101-122

  Urdan, Tim ^a   Midgley, Carol ^b   Anderman, Eric M ^c  

^a SANTA CLARA UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

^c UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032283652     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312035001101     Document Type: Article

References (41)

1. Ames, C. A. (1990, April). The relationship of achievement goals to student motivation in classroom settings. Paper presented at the Annual Meeting of the American Educational Research Association, Boston.
2. Ames, C. A. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. Ames, C. A., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
4. Anderman, E. M., Maehr, M. L., & Midgley, C. (1996). Declining motivation after the transition to middle school: Schools can make a difference. Manuscript submitted for publication.
5. Anderman, E. M., & Midgley, C. (in press). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology.
6. Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405-417.
7. Bronfenbrenner, U. (1994). Ecological models of human development. International encyclopedia of education. Oxford, England: Elsevier Sciences.
8. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park, CA: Sage.
9. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
10. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
11. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
12. Garcia, T., Matula, J. S., Harris, C. L., Egan-Dowdy, K., Lissi, M. R., & Davili, C. (1995, April). Worriers and procrastinators: Differences in motivation, cognitive engagement, and achievement between defensive pessimists and self-handicappers. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
13. Greenberg, J., Pyszczynski, T., & Paisley, C. (1984). Effect of extrinsic incentives on use of test anxiety as an anticipatory attributional defense: Playing it cool when the stakes are high. Journal of Personality and Social Psychology, 47, 1136-1145.
14. Higgins, R. L., Snyder, C. R., & Berglas, S. (1990). Self-handicapping: The paradox that isn't. New York: Plenum.
15. Jagacinski, C. M., & Nicholls, J. G. (1990). Reducing effort to protect perceived ability: "They'd do it, but I wouldn't." Journal of Educational Psychology, 82, 15-21.
16. Juvonen, J., & Murdock, T. (1993). How to promote social approval: Effects of audience and achievement outcome on publicly communicated attributions. Journal of Educational Psychology, 85, 365-376.
17. Kolditz, T. A., & Arkin, R. M. (1982). An impression management interpretation of self-handicapping strategy. Journal of Personality and Social Psychology, 43, 492-502.
18. Lerner, R. M. (1987). A life-span perspective for early adolescence. In R. M. Lerner & T. T. Foch (Eds.), Biological-psychosocial interactions in early adolescence (pp. 9-34). Hillsdale, NJ: Erlbaum.
19. Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school-wide approach. Educational Psychologist, 26, 399-427.
20. Maehr, M. L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview.
21. Meece, J. (1991). The classroom context and students' motivational goals. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 261-286). Greenwich, CT: JAI.
22. Midgley, C. (1993). Motivation and middle level schools. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Vol. 8. Motivation in the adolescent years (pp. 217-274) Greenwich, CT: JAI.
23. Midgley, C., Arunkumar, R., & Urdan, T. (1996). "If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88, 423-434.
24. Midgley, C., Maehr, M., Hicks, L., Roeser, R., Urdan, T., Anderman, E. M., & Kaplan, A. (1996). Manual for the Patterns of Adaptive Learning Survey. Ann Arbor: University of Michigan.
25. Midgley, C., & Urdan, T. (1992). The transition to middle level schools: Making it a good experience for all students. The Middle School Journal, 24(2), 5-14.
26. Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411.
27. Newman, R. S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71-80.
28. Newman, R. S., & Goldin, L. (1990). Children's reluctance to seek help with schoolwork. Journal of Educational Psychology, 82, 92-100.
29. Nolen, S. B., & Haladyna, T. M. (1990). Personal and environmental influences on students' beliefs about effective study strategies. Contemporary Educational Psychology, 15, 116-130.
30. Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
31. Phillips, D., & Zimmerman, M. (1990). The developmental course of perceived competence and incompetence among competent children. In R. Sternberg & J. Kolligian (Eds.), Competence considered (pp. 41-66). New Haven, CT: Yale University Press.
32. Pyszczynski, T., & Greenberg, J. (1983). Determinants of reduction in intended effort as a strategy for coping with anticipated failure. Journal of Research in Personality, 17, 412-422.
33. Riggs, J. M. (1992). Self-handicapping and achievement. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 244-267). New York: Cambridge University Press.
34. Roeser, R. W., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents' self-appraisals and academic engagement: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
35. Ryan, A. M., Gheen, M. H., & Midgley, C. (1997). Why do some students avoid seeking help? An examination of the interplay between students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Manuscript submitted for publication.
36. Ryan, A. M., Hicks, L., & Midgley, C. (in press). Help-seeking attitudes and behaviors in the classroom: The role of academic and social goals. Journal of Early Adolescence.
37. Ryan, A. M., & Pintrich, P. R. (1997). "Should I ask for help?" The role of motivation and attitudes in adolescents' help-seeking in math class. Journal of Educational Psychology, 89, 329-341.
38. Snyder, C. R., Ford, C. E., & Hunt, H. A. (1985, August). Excuse-making: A look at sex differences. Paper presented at the meeting of the American Psychological Association, Los Angeles.
39. Strube, M. J. (1986). An analysis of the Self-Handicapping Scale. Basic and Applied Social Psychology, 7, 211-224.
40. Urdan, T. (1997). Achievement goal theory: Past results, future directions. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement, Vol. 10 (pp. 99-142). Greenwich, CN: JAI.
41. Urdan, T., Midgley, C., & Wood, S. (1995). Special issues in reforming middle level schools. Journal of Early Adolescence, 15, 9-37.