Please enable JavaScript.
Coggle requires JavaScript to display documents.
Academic Self-Handicapping (Consequnces (Pessimistic perception of…
Academic Self-Handicapping
Allow the person to discount responsibility for failure and augment credit for success (Kelley, 1971)
Involves creating obstacles to successful performance on tasks that the individual considers important (Covington, 1992)
Purpose
Protect one’s self-esteem from the potentially damaging effects of failure
To blur the link between ability and poor performance
Forms
Behavioural Self-handicapping
Drug and alcohol consumption
Lack of sleep
Choice of performance-debilitating circumstance
Strategic reduction in effort
Self-Reported Handicapping
Reporting social anxiety and test anxiety
Claiming the presence of physical and psychological symptoms
Consequnces
Pessimistic perception of academic performance
Low academic achievement
Mental and behavioural withdrawal from school work
Depressed levels of self-esteem
Self-Protection Srategy
Self-Presentation Strategy
Belief Systems
Fixed-Entity Theory of Competence
Habitual Self-Handicapping
Uncertain Concept of Self-Worth
Achievement Goal Theory
Performance Goals
Performance-Approach
Use of deep cognitive and selfregulatory strategies
Persistence in the face of failure
Positive feelings about school and
school work
Self-efficacy
Intrinsic motivation
Performance-Avoidance
Consistent negative pattern of associations between attitudinal and behavioural measures
Enable failure to be attributed to a factor unrelated to ability
Task Goals
Part of a cycle of academic underachievement and effort
withdrawal that can undermine long-term academic performance (Covington, 1992)