The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Predictors of Middle School Students' Use of Self-Handicapping Strategies
Open accessAbstract
Recently, 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.
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Cites
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Black students' school success: Coping with the ?burden of ?acting white??
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Cited by
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?
Midgley, C., Kaplan, A., & Middleton, M. (2001) · Journal of Educational Psychology · doi:10.1037//0022-0663.93.1.77 · Cited by 1,304
Self-citationVansteenkiste, M., Lens, W., & Deci, E. L. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4101_4 · Cited by 1,044
Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
Wolters, C. A. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3804_1 · Cited by 975
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.2.316 · Cited by 892
Metadata
- Authors
- Midgley, C., & Urdan, T.
- Venue
- The Journal of Early Adolescence
- Publisher
- SAGE Publications
- Published
- 1995-11
- Volume
- 15
- Issue
- 4
- Pages
- 389-411
- ISSN
- 0272-4316 (ISSN-L)
- 1552-5449
- OpenAlex
- W2109317201
- Cited by
- 271
- References
- 5
- FWCI
- 4.92
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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