Regular ArticleAchievement strategies at school: types and correlates
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Self-handicapping, perfectionism, locus of control and self-efficacy: A path model
2014, Personality and Individual DifferencesCitation Excerpt :Thus, self-handicapping behaviours have been described as effective self-protecting strategies that allow an individual to both preserve and project a positive self-image (Feick & Rhodewalt, 1997). Although handicapping may support self-esteem in the short-term by providing a plausible excuse for poor performance (Covington, 2000), chronic self-handicapping is fundamentally a maladaptive strategy characterised by task-avoidance, failure expectations, excuses, and external attributions that over time has significant negative effects on self-concept (Maata, Stattin, & Nurmi, 2002). The social cognitive factors of perfectionism, locus of control, and self-efficacy have been identified, both conceptually and empirically, as important factors in self-handicapping.
A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale
2011, Learning and Individual DifferencesCitation Excerpt :By referring to low effort students are able to buffer against negative feedback in the case of failure. A recent study has shown, however, that it is difficult to distinguish between active and passive task avoidance as they correlate strongly (Määttä, Stattin, & Nurmi, 2002). When students avoid concentrating on or investing effort in a challenging task, they forfeit an important opportunity for learning (Dweck & Leggett, 1988).
Turkish Adaptation of the Relationship Sabotage Scale: A Validity and Reliability Study
2023, Turkish Psychological Counseling and Guidance JournalMediating role of self-handicapping behaviors between academic Psychological Capital and academic performance among university students
2021, BPA Applied Psychology BulletinStructure Model for Relations between Emotions of Achievement, Self- Handicapping and The Five Big Personality Factor for Gifted with Learning Disabilities Female Students.
2020, Fayoum University Journal of Educational and Psychological Sciences
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Reprint requests and correspondence should be addressed to: Sami Määttä, Department of Psychology, University of Jyväskylä, P.O. Box 35, 40351 Jyväskylä, Finland. (E-mail: [email protected].)