Academic Self-Handicapping: What We Know, What More There is to Learn

By Tim Urdan, C. Midgley. 2001

312 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5c8ca2210c7b06063e2358fa6c8389b505eb6ec8

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Understanding the dynamics of motivation in socially shared learning (2008, background): “Self-handicapping (Urdan & Midgley, 2001) is somewhat counter-intuitive regulation of motivation activity and it involves the manufacture of obstructions before or during a task that make performing that task more difficult.”
Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “Students may also decide not to persist with a challenging task if the task is judged as an opportunity for failure ( Schultheiss & Brunstein, 2005 ; Urdan & Midgley, 2001 ).”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “Shepperd (1986) as an individual’s tendency to protect the self by either actually behaving or simply claiming to have behaved in a way that would provide a believable external attribution or reason (e.g., I feel under the weather more often than most people) for failure on an important task, such a”
Internal and External Frames of Reference for Academic Self-Concept (2002, background): “Thus, a self-defeating ego orientation may lead students to hide self-perceived incompetence and behave in ways that are “self-handicapping” (Urdan & Midgley, 2001; Urdan, Midgley, & Anderman, 1998).”
Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success (2011, background): “Thus, after failure, performanceoriented people are hypothesized to reduce level of effort either because they believe that their ability is low, or as a self-handicapping strategy that provides a reason other than low ability for the failure (Urdan & Midgley, 2001).”
Impulsivity and Academic Cheating (2009, background): “Research examining the relations between classroom goal structures and achievement generally indicates that a mastery goal structure is unrelated to achievement, whereas perceptions of a performance goal structure have been found to be related both inversely and positively to achievement ( Anderman ”
Self-Handicapping Related to Task and Performance-Approach and Avoidance Goals in Physical Education (2004, background): “Early adolescence is a time of heightened self-consciousness and concern regarding how one appears to others, particularly to peers ( Urdan & Midgley, 2001 ).”
Taiwanese Sixth Graders’ Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perspective (2005, background): “Academic self-handicapping is a motivational strategy some students use to deflect others’ perceptions away from lack of ability should poor performance occur (Midgley & Urdan, 2001; Urdan & Midgley, 2001).”
Innovation in PhD completion: the hardy shall succeed (and be happy!) (2008, background): “These include: overcommitting (Koszegi, 2000), busyness (Silvera, 2000), perfectionism (Greenberg, 1985), procrastination (Ellis & Knaus, 1977; Martin et al., 2003; Onwuegbuzie, 1999; Solomon & Rothblum, 1984), disorganisation (Norem, 2001), not putting in effort (Bailis, 2001; Urdan & Midgley, 200”
Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies (2005, background): “Whereas the former three kinds of self‐regulation have been found to be beneficial for learning and academic achievement, a self‐handicapping strategy is generally maladaptive, particularly over time (Urdan & Midgley, 2001 ).”
Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning (2003, background): “In academic contexts, one possible reason that students self-handicap is that it allows them to attribute poor performance to factors other than low ability, thus helping to maintain their self-esteem or sense of self-worth (Martin et al., 2001; Urdan & Midgley, 2001).”