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BACKGROUND Self-handicapping refers to the practice on the part of certain individuals to handicap their performance when poor performance is likely to reveal low ability. Noncontingent success (feedback that is inflated relative to performance) is more likely to promote self-handicapping behaviour than noncontingent failure (failure feedback based on false(More)
BACKGROUND Self-handicapping involves the strategic establishment of an impediment or obstacle to success prior to a performance situation which thereby provides a convenient excuse for poor performance. AIMS The study sought to establish that relative to low trait self-handicappers, high trait self-handicappers exposed to failure in an intellectually(More)
BACKGROUND There is evidence that an entity view of ability (where ability is viewed as a fixed entity that cannot be changed) is linked with social comparison goals and poor performance. On the other hand, an incremental view of ability (where ability is viewed as an acquirable skill) is linked with a mastery goal orientation and positive achievement(More)
Two studies examined impostor fears, self-handicapping and self-presentational concerns. In Study 1 (113 women, 52 men), impostor fears were significantly related to social desirability (low self-deception over impression management), perfectionistic cognitions, and non-display of imperfection to others. In Study 2, 72 women were exposed either to(More)
BACKGROUND The self-worth theory of achievement motivation holds that in certain circumstances students stand to gain by deliberately withdrawing effort. When failure occurs despite effort, students are likely to conclude that failure resulted from lack of ability. Thus, withdrawing effort offers a defence against conclusions of low ability, thereby(More)
BACKGROUND Causal uncertainty beliefs involve doubts about the causes of events, and arise as a consequence of non-contingent evaluative feedback: feedback that leaves the individual uncertain about the causes of his or her achievement outcomes. Individuals high in causal uncertainty are frequently unable to confidently attribute their achievement outcomes,(More)
Two experiments are reported comprising an investigation of individual difference variables associated with self-worth protection. This is a phenomenon whereby students in achievement situations adopt one of a number of strategies, including withdrawing effort, in order to avoid damage to self-esteem which results from attributing failure to inability.(More)
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