View Item 

Show simple item record

Predictors of Middle School Students' Use of Self-Handicapping Strategies
dc.contributor.authorMidgley, Carolen_US
dc.contributor.authorUrdan, Timen_US
dc.date.accessioned2010-04-13T20:01:53Z
dc.date.available2010-04-13T20:01:53Z
dc.date.issued1995en_US
dc.identifier.citationMidgley, Carol; Urdan, Tim (1995). "Predictors of Middle School Students' Use of Self-Handicapping Strategies." The Journal of Early Adolescence 15(4): 389-411. <http://hdl.handle.net/2027.42/68014>en_US
dc.identifier.issn0272-4316en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68014
dc.description.abstractRecently, attention has been focused on the strategies children use in school to portray themselves as able to others. By procrastinating, allowing others to keep them from studying, deliberately not trying, and using other "self-handicapping" strategies, students can convey that those circumstances, rather than lack of ability, are the reasons for subsequent poor performance. Survey data from 256 eighth-grade students indicated that boys used those strategies more than did girls, and low achievers more than did high achievers. In separate regressions, feeling self-conscious in school low self-worth& being oriented to extrinsic and adult approval achievement goals, perceiving that the school emphasized performance goals, and associating with friends with a negative orientation toward academics predicted the use of those strategies. When all significant predictors were entered into one regression analysis, low achievement, being oriented to extrinsic goals, and associating with friends with a negative orientation toward academics remained significant.en_US
dc.format.extent3108 bytes
dc.format.extent2161208 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titlePredictors of Middle School Students' Use of Self-Handicapping Strategiesen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68014/2/10.1177_0272431695015004001.pdf
dc.identifier.doi10.1177/0272431695015004001en_US
dc.identifier.sourceThe Journal of Early Adolescenceen_US
dc.identifier.citedreferenceAiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.en_US
dc.identifier.citedreferenceAmes, C. (1990, April). Achievement goals and classroom structure: Developing a learning orientation. Paper presented at the annual meeting of the American Educational Research Association, Boston.en_US
dc.identifier.citedreferenceAmes, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.en_US
dc.identifier.citedreferenceAnderman, E., & Midgley, C. (1994). Achievement goals and the transition to middle level schools. Manuscript in preparation.en_US
dc.identifier.citedreferenceBerglas, S. (1985). Self-handicapping and self-handicappers: A cognitive/attributional model of interpersonal self-protective behavior. Perspectives in personality, 1, 235-270.en_US
dc.identifier.citedreferenceBerglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405-417.en_US
dc.identifier.citedreferenceBerndt, T. J. (1979). Developmental changes in conformity to peers and parents. Developmental Psychology, 15, 608-616.en_US
dc.identifier.citedreferenceBerndt, T. J. (1987, April). Changes in friendship and school adjustment after the transition to junior high school. Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.en_US
dc.identifier.citedreferenceBerndt, T. J., & Keefe, K. (1992). Friends' influence on adolescents' perceptions of themselves at school. In D. Schunk and J. Meece (Eds.), Student perceptions in the classroom (pp. 51-73). Hillsdale, NJ: Erlbaum.en_US
dc.identifier.citedreferenceCarnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century (Report of the Task Force on Education of Young Adolescents). New York: Author.en_US
dc.identifier.citedreferenceCovington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.en_US
dc.identifier.citedreferenceCovington, M. V., & Beery, R. (1976). Self-worth and school learning. New York: Holt, Rinehart & Winston.en_US
dc.identifier.citedreferenceDiener, C. T., & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39, 940-952.en_US
dc.identifier.citedreferenceEccles, J. S. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: Freeman.en_US
dc.identifier.citedreferenceEccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139-186). New York: Academic Press.en_US
dc.identifier.citedreferenceFeldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156.en_US
dc.identifier.citedreferenceFordham, S., & Ogbu, J. U. (1986). Black students' school success: Coping with the burden of "acting white."The Urban Review, 18, 176-206.en_US
dc.identifier.citedreferenceGarcia, T., & Pintrich, P. R. (1993, April). Se(f-schemas, motivational strategies and self-regulated learning. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.en_US
dc.identifier.citedreferenceGarcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. Schunk & B. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and education implications (pp. 127-153). Hillsdale, NJ: Lawrence Erlbaum.en_US
dc.identifier.citedreferenceGraham, S. (1992). Most of the subjects were White and middle class: Trends in published research on African Americans in selected APA journals, 1970-1989. American Psychologist, 47, 629-639.en_US
dc.identifier.citedreferenceGraham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.en_US
dc.identifier.citedreferenceHare, B. (1985). Stability and change in self-perception and achievement among Black adolescents: A longitudinal study. Journal of Black Psychology, 11, 29-42.en_US
dc.identifier.citedreferenceHarter, S., Whitesell, N. R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescent's perceptions of competence and motivational orientation. American Educational Research Journal, 29, 777-807.en_US
dc.identifier.citedreferenceHiggins, R. L., Snyder, C. R., & Berglas, S. (1990). Self-handicapping: The paradox that isn't. New York: Plenum.en_US
dc.identifier.citedreferenceJaccard, J., Turrisi, R., & Wan, C. K. (1990). Interaction effects in multiple regression. Newbury Park, CA: Sage.en_US
dc.identifier.citedreferenceJones, 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.en_US
dc.identifier.citedreferenceJuvonen, J., Weiner, B. (1993). An attributional analysis of students' interactions: The social consequences of perceived responsibility. Educational Psychology Review, 5, 325-345.en_US
dc.identifier.citedreferenceKolditz, T. A., & Arkin, R. M. (1982). An impression management interpretation of self-handicapping strategy. Journal of Personality and Social Psychology, 43, 492-502.en_US
dc.identifier.citedreferenceLeary, M. R. (1983). Social anxiousness: The construct and its measurement. Journal of Personality Assessment, 47, 66-75.en_US
dc.identifier.citedreferenceMaehr, M. L., & Buck, R. M. (1992). Transforming school culture. In H. Walberg & M. Sashkin (Eds.), School leadership and culture: Current research and practice (pp. 40-57). Berkeley, CA: Mc Cutchan.en_US
dc.identifier.citedreferenceMaehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school-wide approach. Educational Psychologist, 26, 399-427.en_US
dc.identifier.citedreferenceMeece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.en_US
dc.identifier.citedreferenceMidgley, C. (1993). Motivation and middle level schools. In P. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement, Vol. 8: Motivation in the adolescent years (pp. 219-276). Greenwich, CT: JAI.en_US
dc.identifier.citedreferenceMidgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15, 90-113.en_US
dc.identifier.citedreferenceMidgley, C., Maehr, M. L., & Urdan, T. (1993). Manual for the Patterns of Adoptive Learning Survey (PALS). Ann Arbor: University of Michigan.en_US
dc.identifier.citedreferenceNicholls, J. G. (1986, April). Adolescents' conceptions of ability and intelligence. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.en_US
dc.identifier.citedreferenceNicholls, J. G., & Miller, A. T. (1983). The differentiation of the concepts of difficulty and ability. Child Development, 54, 951-959.en_US
dc.identifier.citedreferenceNolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.en_US
dc.identifier.citedreferencePark, S.-H., Pintrich, P., & Midgley, C. (1992, August). Motivational beliefs, volitional control and self-regulated learning. Paper presented at the annual meeting of the American Psychological Association, San Francisco.en_US
dc.identifier.citedreferencePedhazur, E. J. (1982). Multiple regression in behavioral research (2nd ed.). Fort Worth, TX: Harcourt Brace Jovanovich.en_US
dc.identifier.citedreferencePintrich, P., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.en_US
dc.identifier.citedreferenceRoeser, R., Midgley, C., & Maehr, M. L. (1994). Unfolding and enfolding youth A cross-sectional study of perceived school culture and students' psychological well-being. Manuscript in preparation.en_US
dc.identifier.citedreferenceRoeser, R., Park, S-H., & Anderman, E. (1992, April). Goal orientation, cognitive strategy use, and academic performance in the core subjects. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.en_US
dc.identifier.citedreferenceRosenberg, M., & Simmons, R. G. (1972). Black and White self-esteem: The urban school child. Washington, DC: American Sociological Association.en_US
dc.identifier.citedreferenceSteinberg, L., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 57, 841-851.en_US
dc.identifier.citedreferenceStrube, M. J. (1986). An analysis of the Self-Handicapping Scale. Basic and Applied Social Psychology, 7, 211-224.en_US
dc.identifier.citedreferenceSuarez-Orozco, M. M. (1989). Central American refugees and U.S. high schools: A psychological study of motivation and achievement. Stanford: Stanford University Press.en_US
dc.identifier.citedreferenceTucker, J. A., Vuchinich, R. E., & Sobell, M. B. (1981). Alcohol consumption as a self-handicapping strategy. Journal of Abnormal Psychology, 90, 220-230.en_US
dc.identifier.citedreferenceUrdan, T., Hicks, L., & Anderman, E. (1994, April). Perceptions of the school culture: Differences by race, achievement level, and gender. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.en_US
dc.identifier.citedreferenceUrdan, T., & Midgley, C. (1994). Achievement goal patterns in elementary and middle school students. Manuscript submitted for publication.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
10.1177_0272431695015004001.pdf
Size:
2.061MB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe its collections in a way that respects the people and communities who create, use, and are represented in them. We encourage you to Contact Us anonymously if you encounter harmful or problematic language in catalog records or finding aids. More information about our policies and practices is available at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.