Academic self-handicapping: The role of self-concept clarity and students' learning strategies

British Journal of Educational Psychology

Volumn 77, Issue 1, 2007, Pages 101-119

  Thomas, Cathy R ^a   Gadbois, Shannon A ^b  

^a Brandon University ^*

^b BRANDON UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; EDUCATION; EDUCATIONAL STATUS; FEMALE; HUMAN; LEARNING; MALE; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; SELF CONCEPT; SELF EVALUATION; STUDENT; UNIVERSITY;

EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEMALE; HUMANS; LEARNING; MALE; QUESTIONNAIRES; SELF ASSESSMENT (PSYCHOLOGY); SELF CONCEPT; STUDENTS; UNIVERSITIES;

EID: 33947202311     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709905X79644     Document Type: Article

References (30)

1. Beck, B.L., Koons, S.R., & Milgrim, D.L. (2000). Correlates and consequences of behavioral procastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of Social Behavior and Personality, 75(5), 3-13.
2. Berglas, S., & Baumeister, R. F. (1993). Your own worst enemy: Understanding the paradox of self-defeating behaviour. New York: Basic Books.
3. Biggs, J. (1991). Student learning in the context of school. In J. B. Biggs (Ed.), Teaching for learning: The view from cognitive psychology. Victoria: The Australian Council for Educational Research.
4. Biggs, J., Kember, D., & Leung, D. (2001). The revised two factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.
5. Campbell, J., Trapnell, P., Heine, S., Katz, I., Lavallee, L., & Lehman, D. (1996). Self concept clarity: Measurement, personality correlates, and cultural boundaries. Journal of Personality and Social Psychology, 70, 141-156.
6. Covington, M. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
7. Eronen, S., Nurmi, J., & Salmela-Aro, K. (1998). Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments. Learning and Instruction, 8(2), 159-177.
8. Evans, C., Kirby, J., & Fabrigar, L. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. British Journal of Educational Psychology, 73, 507-528.
9. Feick, D., & Rhodewalt, F. (1997). The double-edged sword of self-handicapping: Discounting, augmentation, and the protection and enhancement of self-esteem. Motivation and Emotion, 21(2), 147-163.
10. Harris, R., & Snyder, C. (1986). The role of uncertain self-esteem in self-handicapping. Journal of Personality and Social Psychology, 51(2), 451-458.
11. Hirt, E., Deppe, R., & Gordon, L. (1991). Self-reported versus behavioral self handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981-991.
12. Lapan, R., Kardash, C., & Turner, S. (2002). Empowering students to become self regulated learners. Professional School Counseling, 5(4), 257-267.
13. Leary, M., & Shepperd, J. (1986). Behavioral self-handicaps versus self-reported handicaps: A conceptual note. Journal of Personality and Social Psychology, 51(6), 1265-1268.
14. Martin, A., Marsh, H., & Debus, R. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93(1), 87-102.
15. Midgley, C., Arunkumar, R., & Urdan, T. C. (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(3), 423-434.
16. Newman, L., & Wadas, R. (1997). When the stakes are higher: Self-esteem instability and self-handicapping. Journal of Social Behavior and Personality, 12(1), 217-233.
17. Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
18. Pintrich, P., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
19. Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory self-protective acts. In R. L. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-handicapping: The paradox that isn't. New York: Plenum Press.
20. Rosenberg, M. (1979). Conceiving the self. New York: Basic Books.
21. Schutz, L., & Davis, H. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35(4), 243-256.
22. Shepperd, J. A., & Arkin, R. M. (1989). Self-handicapping: The moderating roles of public self-consciousness and task importance. Personality and Social Psychology Bulletin, 15(2), 252-265.
23. Story, A. L. (2004). Self-esteem and self-certainty: A mediational analysis. European Journal of Personality, 18, 115-125.
24. Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96(2), 251-264.
25. Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
26. Warner, S., & Moore, S. (2004). Excuses, excuses: Self-handicapping in an Australian adolescent sample. Journal of Youth and Adolescence, 33(4), 271-281.
27. Wolters, C. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187.
28. Zimmerman, B. (1986). Becoming a self-regulated learner: Which are the key sub-processes? Contemporary Educational Psychology, 11, 307-313.
29. Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 21, 3-18.
30. Zuckerman, M., Kieffer, S., & Knee, C. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628.