-
1
-
-
0017957104
-
Drug choice as a self-handicapping strategy in response to noncontingent success
-
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.
-
(1978)
Journal of Personality and Social Psychology
, vol.36
, pp. 405-417
-
-
Berglas, S.1
Jones, E.E.2
-
2
-
-
33744767997
-
The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework
-
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679.
-
(2006)
Journal of Personality and Social Psychology
, vol.90
, pp. 666-679
-
-
Cury, F.1
Elliot, A.J.2
da Fonseca, D.3
Moller, A.4
-
3
-
-
0347453929
-
Motivational processes affecting learning
-
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
-
(1986)
American Psychologist
, vol.41
, pp. 1040-1048
-
-
Dweck, C.S.1
-
4
-
-
58149372679
-
A social-cognitive approach to motivation and personality
-
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
-
(1988)
Psychological Review
, vol.95
, pp. 256-273
-
-
Dweck, C.S.1
Leggett, E.L.2
-
5
-
-
0027547048
-
Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families
-
Eccles, J. S., Midgley, C., Wigfield, A., Buchana, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101.
-
(1993)
American Psychologist
, vol.48
, pp. 90-101
-
-
Eccles, J.S.1
Midgley, C.2
Wigfield, A.3
Buchana, C.M.4
Reuman, D.5
Flanagan, C.6
-
6
-
-
32844473352
-
A conceptual history of the achievement goal construct
-
A. J. Elliot and C. S. Dweck (Eds.), New York: Guilford
-
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York: Guilford.
-
(2005)
Handbook of Competence and Motivation
, pp. 52-72
-
-
Elliot, A.J.1
-
7
-
-
0030539722
-
Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis
-
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461-475.
-
(1996)
Journal of Personality and Social Psychology
, vol.70
, pp. 461-475
-
-
Elliot, A.J.1
Harackiewicz, J.M.2
-
9
-
-
33748699109
-
Achievement goals, self-handicapping, and performance attainment: A mediational analysis
-
Elliot, E. J., Cury, F., Fryer, J. W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport & Exercise Psychology, 28, 344-361.
-
(2006)
Journal of Sport & Exercise Psychology
, vol.28
, pp. 344-361
-
-
Elliot, E.J.1
Cury, F.2
Fryer, J.W.3
Huguet, P.4
-
10
-
-
0031526192
-
The double-edged sword of self-handicapping: Discounting, augmentation, and the protection and enhancement of self-esteem
-
Feick, D. L., & Rhodewalt, F. (1997). The double-edged sword of self-handicapping: Discounting, augmentation, and the protection and enhancement of self-esteem. Motivation and Emotion, 21, 147-163.
-
(1997)
Motivation and Emotion
, vol.21
, pp. 147-163
-
-
Feick, D.L.1
Rhodewalt, F.2
-
12
-
-
0002878725
-
Goals and intrinsic motivation: You can get there from here
-
M. L. Maehr and P. R. Pintrich (Eds.), Greenwich, CT: JAI Press
-
Harackiewicz, J. M., & Sansone, C. (1991). Goals and intrinsic motivation: You can get there from here. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and Achievement (Vol. 7, pp. 21-49). Greenwich, CT: JAI Press.
-
(1991)
Advances in Motivation and Achievement
, vol.7
, pp. 21-49
-
-
Harackiewicz, J.M.1
Sansone, C.2
-
13
-
-
0026308198
-
Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction
-
Hirt, E. R., Deppe, R. K., & Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61, 981-991.
-
(1991)
Journal of Personality and Social Psychology
, vol.61
, pp. 981-991
-
-
Hirt, E.R.1
Deppe, R.K.2
Gordon, L.J.3
-
15
-
-
0019835415
-
Comparison of two modes of stress measurement: Daily hassles and uplifts versus major life events
-
Kanner, A. D., Coyne, J. C., Schaefer, C., & Lazarus, R. S. (1980). Comparison of two modes of stress measurement: Daily hassles and uplifts versus major life events. Journal of Behavioral Medicine, 4, 1-39.
-
(1980)
Journal of Behavioral Medicine
, vol.4
, pp. 1-39
-
-
Kanner, A.D.1
Coyne, J.C.2
Schaefer, C.3
Lazarus, R.S.4
-
16
-
-
13744255980
-
Self-focus, gender, and habitual self-handicapping: Do they make a difference in behavioral self-handicapping?
-
Kimble, C. E., & Hirt, E. R. (2005). Self-focus, gender, and habitual self-handicapping: Do they make a difference in behavioral self-handicapping? Social Behavior and Personality, 33, 43-56.
-
(2005)
Social Behavior and Personality
, vol.33
, pp. 43-56
-
-
Kimble, C.E.1
Hirt, E.R.2
-
17
-
-
40749084367
-
Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions
-
Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100, 15-29.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 15-29
-
-
Lau, S.1
Nie, Y.2
-
18
-
-
0141596187
-
Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students
-
Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95, 617-628.
-
(2003)
Journal of Educational Psychology
, vol.95
, pp. 617-628
-
-
Martin, A.J.1
Marsh, H.W.2
Williamson, A.3
Debus, R.L.4
-
19
-
-
38849200507
-
She works hard for the money: Valuing effort underlies gender differences in behavioral self-handicapping
-
McCrea, S. M., Hirt, E. R., & Milner, B. J. (2008). She works hard for the money: Valuing effort underlies gender differences in behavioral self-handicapping. Journal of Experimental Social Psychology, 44, 292-311.
-
(2008)
Journal of Experimental Social Psychology
, vol.44
, pp. 292-311
-
-
McCrea, S.M.1
Hirt, E.R.2
Milner, B.J.3
-
21
-
-
84970363736
-
Predictors of middle school students' use of self-handicapping strategies
-
Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411.
-
(1995)
Journal of Early Adolescence
, vol.15
, pp. 389-411
-
-
Midgley, C.1
Urdan, T.2
-
22
-
-
0002603971
-
Academic self-handicapping and achievement goals: A further examination
-
Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
-
(2001)
Contemporary Educational Psychology
, vol.26
, pp. 61-75
-
-
Midgley, C.1
Urdan, T.2
-
23
-
-
0030517769
-
"If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of self-handicapping strategies
-
Midgley, C., Arunkumar, R., & Urdan, T. (1996). "If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of self-handicapping strategies. Journal of Educational Psychology, 88, 423-434.
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 423-434
-
-
Midgley, C.1
Arunkumar, R.2
Urdan, T.3
-
24
-
-
0029287435
-
A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure
-
Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102, 246-268.
-
(1995)
Psychological Review
, vol.102
, pp. 246-268
-
-
Mischel, W.1
Shoda, Y.2
-
25
-
-
0002080124
-
Implications of self-handicapping strategies for academic achievement: A reconceptualization
-
Murray, C. B., & Warden, M. R. (1992). Implications of self-handicapping strategies for academic achievement: A reconceptualization. The Journal of Social Psychology, 132, 23-37.
-
(1992)
The Journal of Social Psychology
, vol.132
, pp. 23-37
-
-
Murray, C.B.1
Warden, M.R.2
-
26
-
-
58149372279
-
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance
-
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 544-555.
-
(1984)
Psychological Review
, vol.91
, pp. 544-555
-
-
Nicholls, J.G.1
-
27
-
-
21344497600
-
Conceptions of ability, achievement goals, and individual differences in self-handicapping behavior: On the application implicit theories
-
Rhodewalt, F. (1994). Conceptions of ability, achievement goals, and individual differences in self-handicapping behavior: On the application implicit theories. Journal of Personality, 62, 67-85.
-
(1994)
Journal of Personality
, vol.62
, pp. 67-85
-
-
Rhodewalt, F.1
-
28
-
-
0000183836
-
Self-handicapping: The role of discounting and augmentation in the preservation of self-esteem
-
Rhodewalt, F., Morf, C., Hazlett, S., & Fairfield, M. (1991). Self-handicapping: The role of discounting and augmentation in the preservation of self-esteem. Journal of Personality and Social Psychology, 61, 122-131.
-
(1991)
Journal of Personality and Social Psychology
, vol.61
, pp. 122-131
-
-
Rhodewalt, F.1
Morf, C.2
Hazlett, S.3
Fairfield, M.4
-
29
-
-
0036045709
-
Students' goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study
-
Smith, L., Sinclair, K. E., & Chapman, E. S. (2002). Students' goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study. Contemporary Educational Psychology, 27, 471-485.
-
(2002)
Contemporary Educational Psychology
, vol.27
, pp. 471-485
-
-
Smith, L.1
Sinclair, K.E.2
Chapman, E.S.3
-
30
-
-
0001654219
-
Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem
-
Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 60, 711-725.
-
(1991)
Journal of Personality and Social Psychology
, vol.60
, pp. 711-725
-
-
Tice, D.M.1
-
32
-
-
0041072024
-
Difficulty and diagnosticity as determinants of choice among tasks
-
Trope, Y., & Brickman, P. (1975). Difficulty and diagnosticity as determinants of choice among tasks. Journal of Personality and Social Psychology, 31, 918-925.
-
(1975)
Journal of Personality and Social Psychology
, vol.31
, pp. 918-925
-
-
Trope, Y.1
Brickman, P.2
-
33
-
-
2942567618
-
Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture
-
Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251-264.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 251-264
-
-
Urdan, T.1
-
34
-
-
0035629401
-
Academic self-handicapping: What we know, what more there is to learn
-
Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115-138.
-
(2001)
Educational Psychology Review
, vol.13
, pp. 115-138
-
-
Urdan, T.1
Midgley, C.2
-
35
-
-
0032283652
-
The role of classroom goal structure in students' use of self-handicapping strategies
-
Urdan, T., Midgley, C., & Anderman, E. (1998). The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
-
(1998)
American Educational Research Journal
, vol.35
, pp. 101-122
-
-
Urdan, T.1
Midgley, C.2
Anderman, E.3
-
36
-
-
73049083949
-
The influence of mastery-avoidance goals on performance improvement
-
van Yperen, N. W., Elliot, A. J., & Anseel, F. (2009). The influence of mastery-avoidance goals on performance improvement. European Journal of Social Psychology, 39, 932-943.
-
(2009)
European Journal of Social Psychology
, vol.39
, pp. 932-943
-
-
van Yperen, N.W.1
Elliot, A.J.2
Anseel, F.3
-
37
-
-
33749593475
-
A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals
-
VanYperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432-1445.
-
(2006)
Personality and Social Psychology Bulletin
, vol.32
, pp. 1432-1445
-
-
Vanyperen, N.W.1
-
38
-
-
0032088133
-
Consequences of self-handicapping: Effects on coping, academic performance, and adjustment
-
Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74, 1619-1628.
-
(1998)
Journal of Personality and Social Psychology
, vol.74
, pp. 1619-1628
-
-
Zuckerman, M.1
Kieffer, S.C.2
Knee, C.R.3
|