Library Open Repository

The effects of dispositional academic self-handicapping on performance expectations, performance outcomes and affect

Downloads

Downloads per month over past year

Direen, Jane (2005) The effects of dispositional academic self-handicapping on performance expectations, performance outcomes and affect. PhD thesis, University of Tasmania.

[img]
Preview
PDF (Whole thesis)
whole_DireenJan...pdf | Download (4MB)
Available under University of Tasmania Standard License.

| Preview

Abstract

There is evidence to suggest that dispositional self-handicappers suffer long-term
negative effects such as poor academic performance and negative affect. However, there
has been little research investigating these effects in situations where real life goals are
salient and where specific academic self-handicapping measurement tools are used. In
addition, research directly investigating dispositional self-handicapper's performance
expectations is limited to laboratory settings. Studies have indicated a need for the
development and validation of academic self-handicapping scales that are more reflective
of self-handicapping in the academic domain. Consequently, further research
investigating the above areas in a field setting using a specific academic self-handicapping
tool is advised. In study 1, participants (N = 240) completed a package of
questionnaires including the Revised Academic Self-Handicapping Scale (RASH) and 140
participants returned to complete the second questionnaire package four weeks later. The
RASH was revised to form a 12-item scale (RASH-I I ). The RASH-II was found to have
two subscales: Procrastination and Achievement Anxiety, and was found to be a
psychometrically sound instrument, which has good reliability and validity. Study 2
examined the relationship between dispositional academic self-handicapping and claimed
handicaps, performance expectations, performance and affect in a naturalistic context
using the RASH-II as a specific academic self-handicapping assessment tool. Participants
(N = 78) completed the RASH-II and were provided the opportunity to claim handicaps,
report performance expectations, and report affect at various times during the semester.
In addition, participants' grades on assignments and examinations were obtained.
Participants who scored high on the RASH-II, claimed more handicaps prior to assignments and exams and expected to perform more poorly than those who scored low.
This was despite similar performances throughout the year. In addition, these participants
also reported higher levels of negative affect. These findings confirm previous research
into the effects of chronic self-handicapping whilst using a new academic self-handicapping
measurement tool and focussing on real life performance situations for
third year University students.

Item Type: Thesis (PhD)
Keywords: Attitude (Psychology), Academic achievement, Self-esteem, Achievement motivation
Copyright Holders: The Author
Copyright Information:

Copyright 2005 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s)

Additional Information:

For consultation only. No loan or photocopying permitted until 29th June 2007. Thesis (Ph.D.)--University of Tasmania, 2005. Includes bibliographical references (leaves 68-80)

Date Deposited: 09 Dec 2014 00:10
Last Modified: 11 Mar 2016 05:54
Item Statistics: View statistics for this item

Actions (login required)

Item Control Page Item Control Page