Predicting Academic Self-Handicapping in Different Age Groups: The Role of Personal Achievement Goals and Social Goals

Autor/inn/en	Leondari, Angeliki; Gonida, Eleftheria
Titel	Predicting Academic Self-Handicapping in Different Age Groups: The Role of Personal Achievement Goals and Social Goals
Quelle	In: British Journal of Educational Psychology, 77 (2007) 3, S.595-611 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709906X128396
Schlagwörter	Junior High Schools; Mathematics Achievement; Gender Differences; Goal Orientation; Futures (of Society); Elementary Schools; Regression (Statistics); Anxiety; Fear of Success + Suchen Sie Ihr Suchwort? Sekundarstufe I; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Zielorientierung; Zielvorstellung; Future; Society; Zukunft; Elementary school; Grundschule; Volksschule; Regression; Regressionsanalyse; Angst; Leistungsangst
Abstract	Background: Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. Aims: The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Sample: Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. Results: There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10