Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-19T14:29:22.019Z Has data issue: false hasContentIssue false
  • English
  • Français

Practitioner Report: The Role Self-Complexity, Self-Verification, and Self-Handicapping in Understanding Adolescents with High Emotional Needs

Published online by Cambridge University Press:  29 October 2015

Ian Hay
Ian Hay*
Affiliation:
Griffith University
*
Faculty of Education, Griffith University, Nathan 4111, Queensland
Get access

Abstract

Providers of alternative educational programs for adolescents who are not coping with mainstream secondary education have relied historically on behavioural and cognitive theories for intervention rationales. However, psychologists are increasingly turning to the motivational role of the self-system, particularly to the developmental and multidimensional construct of self-perception, for theoretical guidelines to educational practice. Self-verification, self-complexity, and self-handicapping are three theoretical constructs within a social psychological perspective that help to explain non-compliant and unusual adolescent behaviour and provide direction to service providers for its management.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 9 , Issue 2 , November 1992 , pp. 58 - 64
Copyright
Copyright © Australian Psychological Society 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baumeister, R.F. (1990). Self-esteem, self-handicapping, and self-presentation: The strategy of inadequate practice. Journal of Personality, 58, 443–464.Google Scholar
Brockner, J, (1984). Low self-esteem and behavioral plasticity: Some implications for personality and social psychology. In Wheeler, L. (Ed.), Review of personality and social psychology, Vol. 4 (pp. 237–271). Beverly Hills: Sage.Google Scholar
Byrne, B. M. (1990). Investigating gender differences in adolescent self-concept: A look beneath the surface. Applied Measurement in Education, 3, 255–274.CrossRefGoogle Scholar
Campbell, J. D. (1990). Self-esteem and clarity of the self-concept. Journal of Personality and Social Psychology, 59, 538–549.CrossRefGoogle ScholarPubMed
Campbell, J.D., Chew, B., & Scratchley, L. S. (1991). Cognitive and emotional reactions to daily events: The effects of self-esteem and self-complexity. Journal of Personality, 59, 473–505.CrossRefGoogle ScholarPubMed
Corson, D. J. (1992). Language, gender, and education: A critical review linking social justice and power. Gender and Education, 4, 229–254.CrossRefGoogle Scholar
Covington, M. V. (1984). The motive of self-worth. In Ames, R. E. & Ames, C. (Eds.), Research on motivation in education. Student Motivation, Vol. 1 (pp. 77–113). Orlando, FL: Academic Press.Google Scholar
Dixon, T., & Baumeister, R.F. (1991). Escaping the self: The moderating effects of self-complexity. Personality and Social Psychology Bulletin, 17, 363–368.CrossRefGoogle Scholar
Harter, S. (1986). Processes underlying the construction, maintenance and enhancement of the self-concept in children. In Suls, J. & Greenwald, A. (Eds.), Psychological perspectives on the self, Vol. 3 (pp. 137–181). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Harter, S. (1987). The determinants and mediational role of global self-worth in children. In Eisenberg, N. (Ed.), Contemporary topics in developmental psychology (pp. 219–242). NY: Wiley.Google Scholar
Harter, S. (1990a). Causes, correlates and the functional role of self-worth: A life span perspective. In Sternberg, R. J. & Kolligian, J (Eds.), Competence considered (pp. 67–97). New Haven CT: Yale University Press.Google Scholar
Harter, S. (1990b). Processes underlying adolescent self-concept formation. In Montemayor, R.Adams, G. R. & Gulliton, T. P. (Eds.). From childhood to adolescence: A transition period (pp. 205–239). Newbury Park, CA: Sage.Google Scholar
Hattie, J A.,(1992) Self-concept. Hillsdale. NJ: Erlbaum.Google Scholar
Hay, I. (1991). Students with learning difficulties in secondary schools: A whole school approach. In Ashman, A. F. (Ed.), Current themes in integration: Exceptional Child Monograph No. 2 (pp. 99–110). St. Lucia, Qld: Fred and Eleanor Schonell Special Education Research Centre.Google Scholar
Hay, I., Gilmore, S., & Lockhart, J. (1992). Alienated, disaffected or disturbed high school adolescents. In Elkins, J. & Izard, J. (Eds.), Student behaviour problems: Context, initiates and programs, (pp. 195–201). Melbourne: Australian Council of Educational Research.Google Scholar
Higgins, R., Snyder, C. R., & Berglas, S. (1990). Self-handicapping: The paradox that isn’t. New York: Plenum.CrossRefGoogle Scholar
Linville, P.W. (1982). Affective consequences of complexity regarding the self and others. In Clark, M.S. & Fiske, S. T. (Eds.), Affect and cognition (pp. 79–109). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Linville, P.W. (1985). Self-complexity and affective extremity: Don’t put all of your eggs in one cognitive basket. Social Cognition, 3, 94–120.CrossRefGoogle Scholar
Linville, P.W (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. Journal of Personality and Social Psychology, 52, 633–676.CrossRefGoogle ScholarPubMed
Marcus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. The Annual Review of Psychology, 38, 299–337.CrossRefGoogle Scholar
Marsh, H. W. (1988). Self-Description Questionnaire-1 SDQ -1 A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and research monograph. San Antonio, TX: The Psychological Corporation.Google Scholar
Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623–636.CrossRefGoogle Scholar
Marsh, H. W. (1991). Failure of high-ability high schools to deliver academic benefits commensurate with theirstudents’ ability levels. American Educational Research Journal, 28, 445–480.CrossRefGoogle Scholar
Marsh, H. W., Richards, G., & Barnes, J. (1986). Multidimensional self-concepts: A long-term follow-up of the effect of participation in an Outward Bound program. Personality and Social Psychology Bulletin, 12, 475–492.CrossRefGoogle Scholar
McCombs, B.L. (1988). Motivational skills training: Combining metacognition, cognitive, and affective learning strategies. In Weinstein, C.E.Goetz, E.T. & Alexander, P. A. (Eds.), Learning study strategies (pp. 141–169). San Diego: Academic Press.CrossRefGoogle Scholar
Rosenberg, M. (1985). Self-concept and psychological well being in adolescence. In Leahy, R.L. (Ed.), The development of the self (pp. 593–624). Orlando, FL.: Academic Press.Google Scholar
Rosenthal, I. (1992). Counseling the learning disabled late adolescent and adult: A self-psychology perspective. Learning Disabilities Research and Practice, 7, 217–225.Google Scholar
Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory, self-protective acts. In Higgins, R.L.Snyder, C.R. & Berglas, S. (Eds.), Self-handicapping: The paradox that isn’t (pp. 69–106). NY: Plenum Press.CrossRefGoogle Scholar
Shavelson, R.J., & Marsh, H.W. (1986). On the structure of self-concept. In Schwarzer, R. (Ed.), Self-related cognitions in anxiety and motivation (pp. 305–330). Hillsdale, NJ: Erlbaum.Google Scholar
Stanovich, K.E. (1986). Matthew effect in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406.CrossRefGoogle Scholar
Swann, W.B. (1983). Self-verification: Bringing social reality into harmony with the self. In Suls, J. & Greenwald, A. G. (Eds.), Social psychological perspectives on the self Vol. 2. (pp. 33–66). Hillsdale, NJ: Erlbaum.Google Scholar
Swann, W.B., Griffen, J.J., Predmore, S., & Gaines, B. (1987). The cognitive-affective crossfire: When self-consistency confronts self-enhancement. Journal of Personality and Social Psychology, 52, 881–889.CrossRefGoogle ScholarPubMed
Swann, W.B., Stein-Seroussi, A., & Giesler, R.B. (1992). Why people self-verify. Journal of Personality and Social Psychology, 62, 392–401.CrossRefGoogle ScholarPubMed
Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and att ribut ion s di fler by trait self-esteem. Journal of Personality, 60, 711–725.Google Scholar
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). American Educational Research Journal, 29, 663–676.CrossRefGoogle Scholar