Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-25T02:57:52.884Z Has data issue: false hasContentIssue false
  • English
  • Français

Academic Goals and Self-Handicapping Strategies in University Students

Published online by Cambridge University Press:  23 May 2016

María del Mar Ferradás ,
Carlos Freire ,
Antonio Valle  and
José Carlos Núñez Open the ORCID record for José Carlos Núñez [Opens in a new window]
María del Mar Ferradás*
Affiliation:
Universidade da Coruña (Spain)
Carlos Freire
Affiliation:
Universidade da Coruña (Spain)
Antonio Valle
Affiliation:
Universidade da Coruña (Spain)
José Carlos Núñez
Affiliation:
Universidad de Oviedo (Spain)
*
*Correspondence concerning this article should be addressed to María del Mar Ferradás-Canedo. Universidade da Coruña. Psicología Evolutiva y de la Educación. Departamento de Psicología Evolutiva y de la Educación Facultad de Ciencias de la Educación.Campus de Elviña s/n. CP. 15071. La Coruña (Spain). Phone: +34–981167000. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In highly competitive settings like university, the fear of failure leads some students to protect their self-worth using self-handicapping strategies. The present investigation examines to what extent academic goals are related to those tactics in university students. Specifically, MANCOVA was applied to estimate statistical differences linked to behavioral and claimed self-handicapping strategies according to the level (high/medium/low) of four types of academic goal (achievement approach, achievement avoidance, mastery approach, and work avoidance). Degree, year in school, and gender were entered as covariates. 940 students (86.5% women) from University of A Coruña (M = 20.44; SD = 1.73) participated. Results show that: (a) both behavioral and claimed self-handicapping are promoted by ego-oriented goals (achievement avoidance, F(2, 937) = 23.56, p < .001, ηp2 = .048; achievement approach, F(2, 937) = 7.49, p < .001, ηp2 = .016); (b) work avoidance goals are related to behavioral self-handicapping (F(2, 937) = 9.09, p < .001, ηp2 = .019), but are not statistically linked to claimed self-handicapping; and (c) mastery approach goals are significantly, negatively related to both types of self-handicapping (F(2, 937) = 20.09, p < .001, ηp2 = .041). Psychological and educational implications of the findings are discussed.

Keywords

academic goalsbehavioral self-handicappingclaimed self-handicappinguniversity students
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 19 , 2016 , E24
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2016 

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

Akin, U. (2014). 2x2 Achievement goal orientations and self-handicapping. Ceskoslovenska Psichologie, 58, 431–441.Google Scholar
Chen, L. H., Wu, C. H., Kee, Y. H., Lin, M. S., & Shui, S. H. (2009). Fear of failure, 2×2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education. Contemporary Educational Psychology, 34, 298–305. http://dx.doi.org/10.1016/j.cedpsych.2009.06.006 Google Scholar
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171–200. http://dx.doi.org/10.1146/annurev.psych.51.1.171 Google Scholar
De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105, 861–880. http://dx.doi.org/10.1037/a0032464 Google Scholar
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. http://dx.doi.org/10.1037/0003-066X.41.10.1040 CrossRefGoogle Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. http://dx.doi.org/10.1037/0033-295X.95.2.256 Google Scholar
Eaton, M. J., & Dembo, M. H. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89, 433–440. http://dx.doi.org/10.1037/0022-0663.89.3.433 Google Scholar
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. http://dx.doi.org/10.1207/s15326985ep3403_3 Google Scholar
Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71, 369–396. http://dx.doi.org/10.1111/1467-6494.7103005 CrossRefGoogle ScholarPubMed
Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.CrossRefGoogle Scholar
Ferradás, M. M., Freire, C., Rodríguez, S., & Piñeiro, I. (2015a, June). Estrategias de protección de la autovalía en estudiantes universitarios. Diferencias entre Ciencias de la Educación y Ciencias de la Salud [Self-worth protection strategies in university students. Differences between Educational Sciences and Health Sciences]. Paper presented at the 3 rd International Congress of Educational Sciences and Development, San Sebastián, Spain.Google Scholar
Ferradás, M., Freire, C., Rodríguez, S., & Piñeiro, I. (2015b). Estrategias de self-handicapping en estudiantes universitarios. Diferencias entre cursos [Self-handicapping strategies in university students. Differences by year in school]. Revista de Estudios e Investigación en Psicología y Educación, Extr(1), 63–66. http://dx.doi.org/10.17979/reipe.2015.0.01.345 CrossRefGoogle Scholar
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In Hancock, G. R. & Mueller, R. O. (Eds.), Structural equation modeling. A second course (pp. 269–314). Greenwich, CT: Information Age Publishing.Google Scholar
Fisher, S. (1984). Stress and perception of control. London, UK: Lawrence Erlbaum.Google Scholar
Jones, E. E., & Berglas, S. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4, 200–206. http://dx.doi.org/10.1177/014616727800400205 CrossRefGoogle Scholar
King, R. B., & McInerney, D. M. (2014). The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 39, 42–58. http://dx.doi.org/10.1016/j.cedpsych.2013.12.002 Google Scholar
Leary, M. R., & Shepperd, J. A. (1986). Behavioral self-handicapping vs. self-reported handicaps: A conceptual note. Journal of Personality and Social Psychology, 51, 1265–1268. http://dx.doi.org/10.1037/0022-3514.51.6.1265 CrossRefGoogle Scholar
Lovejoy, C. M., & Durik, A. M. (2010). Self-handicapping: The interplay between self-set and assigned achievement goals. Motivation and Emotion, 34, 242–252. http://dx.doi.org/10.1007/s11031-010-9179-4 Google Scholar
Martin, A. J. (1998). Self-handicapping and defensive pessimism: Predictors and consequences from a self-worth motivation perspective (Unpublished doctoral dissertation). University of Western Sydney, New South Whales, Australia.Google Scholar
Martin, A. J., Marsh, H. W., & Debus, R. L. (2001a). A quadripolar need achievement representation of self-handicapping and defensive pessimism. American Educational Research Journal, 38, 583–610. http://dx.doi.org/10.3102/00028312038003583 Google Scholar
Martin, A. J., Marsh, H. W., & Debus, R. L. (2001b). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93(1), 87–102. http://dx.doi.org/10.1037/0022-0663.93.1.87 Google Scholar
McCrea, S. M., Hirt, E. R., & Milner, B. J. (2008). She works hard for the money: Valuing effort underlies gender differences in behavioral self-handicapping. Journal of Experimental Social Psychology, 44, 292–311. http://dx.doi.org/10.1016/j.jesp.2007.05.006 CrossRefGoogle Scholar
Midgley, C., & Urdan, T. (1995). Predictors of middle-school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15, 389–411. http://dx.doi.org/10.1177/0272431695015004001 CrossRefGoogle Scholar
Moller, A. C., & Elliot, A. J. (2006). The 2x2 achievement goal framework: An overview of empirical research. In Mitel, A. V. (Ed.), Focus on educational psychology (pp. 307–326). New York, NY: Nova Science.Google Scholar
Ntoumanis, N., Thogersen-Ntoumani, C., & Smith, A. L. (2009). Achievement goals, self-handicapping and performance: A 2x2 achievement goal perspective. Journal of Sports Sciences, 27, 1471–1482. http://dx.doi.org/10.1080/02640410903150459 Google Scholar
Rhodewalt, F. (1994). Conceptions of ability, achievement goals, and individual differences in self-handicapping behavior: On the application of implicit theories. Journal of Personality, 62(1), 67–85. http://dx.doi.org/10.1111/j.1467-6494.1994.tb00795.x CrossRefGoogle Scholar
Rhodewalt, F., & Vohs, K. D. (2005). Defensive strategies, motivation, and the self: A self-regulatory process view. In Elliot, A. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 548–565). New York, NY: Guilford Publications.Google Scholar
Schwinger, M., & Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping - The protective function of mastery goals. Learning and Individual Differences, 21, 699–709. http://dx.doi.org/10.1016/j.lindif.2011.09.004 CrossRefGoogle Scholar
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71–81. http://dx.doi.org/10.1037/0022-0663.89.1.71 CrossRefGoogle Scholar
Suárez Riveiro, J. M., Cabanach, R. G., & Valle Arias, A. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561–572. http://dx.doi.org/10.1348/000709901158677 CrossRefGoogle ScholarPubMed
Tannenbaum, R. E. (2007). Goal orientation, work avoidance goals, and self-handicapping in community college students. (Published doctoral dissertation). Capella University, Minnesota, MN. Retrieved from http://search.proquest.com/docview/304721503 Google Scholar
Valle, A., Núñez, J. C., Cabanach, R. G., Rodríguez, S., González-Pienda, J. A., & Rosário, P. (2007). Metas académicas y estrategias motivacionales de autoprotección [Academic goals and self-protection motivational strategies]. Electronic Journal of Research in Educational Psychology, 13, 617–632. Retrieved from http://www.investigacion-psicopedagogica.org/revista/new/ContadorArticulo.php?207 Google Scholar
Valle, A., Núñez, J. C., Cabanach, R. G., Rodríguez, S., Rosário, P., & Inglés, C. J. (2015). Motivational profiles as a combination of academic goals in higher education. Educational Psychology: An International Journal of Experimental Educational Psychology, 35, 634–650. http://dx.doi.org/10.1080/01443410.2013.819072 Google Scholar
Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74, 1619–1628. http://dx.doi.org/10.1037//0022-3514.74.6.1619 Google Scholar