Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time

Background. Academic self‐handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self‐esteem, are correlated with classroom goal structures and to learners' general self‐perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance but has yet to be examined with respect to learners' performance across a series of tests. Aims. This research was designed to examine the relationship between students' ASH tendencies and their self‐concept clarity, learning strategies, and performance on a series of tests in a university course. Sample. A total of 209 (153 female; 56 male) Canadian university psychology students participated in this study. Methods. Participants' ASH tendencies, self‐concept clarity, approaches to learning, and self‐regulatory learning strategies were assessed along with expected grades and hours of study in the course from which they were recruited. Finally, students' grades were obtained for the three tests for the course from which they were recruited. Results. Students reporting greater self‐handicapping tendencies reported lower self‐concept clarity, lower academic self‐efficacy, greater test anxiety, more superficial learning strategies, and scored lower on all tests in the course. The relationships of ASH scores and learner variables with performance varied across the three performance indices. In particular, ASH scores were more strongly related to second and third tests, and prior performances were accounted for. ASH scores accounted for a relatively small but significant proportion of variance for all three tests. Conclusions. These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course.     

The effect of university ranking on learning satisfaction: Social identities and self‐identity as the suppressor and mediators

The popularization of higher education has developed into a worldwide trend of ranking universities. In light of the lack of research from the student perspective and the non‐individualism of East Asian society, the goal of the present study was to integrate social identity theory and characteristics of Chinese achievement goals in order to determine the relationships between university rankings and students’ university identity, major identity, self‐identity, and learning satisfaction (LS). The participants included 1052 undergraduates (49.4% male, 50.6% female) from 13 universities in Taiwan. A questionnaire was conducted. The results of hierarchical regression analyses show that university ranking positively correlates with students’ university identity, major identity, and self‐identity but negatively correlates with LS due to the effect of university identity acting as a suppressor. The results of structural equation modelling show that: (1) students’ major identity and self‐identity completely mediate the effect of university identity on LS; and (2) university ranking has a significantly negative effect on LS after adding multiple identities as the suppressor and mediators. Furthermore, as students progress further into their studies, both their university identity and major identity gradually decline, while their self‐identity remains constant. Theoretical and practical implications for higher education are also discussed.     

Religious and national group identification in adolescence: A study among three religious groups in Mauritius

Religious group identification is an important but understudied social identity. The present study investigates religious group identification among adolescents of different faiths (Hindu, Muslim, Christian) living in multicultural Mauritius. It further explores how religious and national group identities come together among religious majority and minority adolescents. For three age groups (11 to 19 years, N = 2152) we examined the strength of adolescents’ religious and national group identification, the associations between these two identities, and the relationships to global self‐esteem. Across age and religious group, participants reported stronger identification with their religious group than with the nation. Identification with both categories declined with age, with the exception of Muslims, whose strong religious identification was found across adolescence. The association between religious and national identification was positive, albeit stronger for the majority group of Hindus and for early adolescents. We examined the manner in which religious and national identities come together using a direct self‐identification measure and by combining the separate continuous measures of identification. Four distinct clusters of identification (predominant religious identifiers, dual identifiers, neutrals, and separate individuals) that were differently associated with global self‐esteem were found. Dual identifiers reported the highest level of global self‐esteem. The clusters of identification did not fully correspond to the findings for the direct self‐identification measure. The results are discussed in terms of the meaning of dual identity and the positive manner in which adolescents can manage their multiple identities while taking into account the ideological framework in which those identities are played out.     

Predicting academic self‐handicapping in different age groups: The role of personal achievement goals and social goals

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.     

‘Our way of life is worth defending’: testing a model of attitudes towards superordinate group membership through a study of Scots' attitudes towards Britain

This research used a survey design (N = 227) to investigate Scottish people's support or opposition to independence from Britain. It was hypothesised that political attitudes towards supra‐national bodies are not a direct function of the degree of ingroup (Scottish) identification, but are moderated by the extent to which the expression of ingroup identity is seen as being undermined within the larger entity. This feeling of identity undermining is assumed to arise from perceptions of incompatibility with the outgroup and ingroup powerlessness within the common group. The results provided support for these hypotheses. Only for those participants who had high feelings of identity undermining did identification lead to stronger separatist attitudes. Moreover, incompatibility with the outgroup and ingroup powerlessness predicted feelings of identity undermining while this latter mediated their impact on attitudes to being part of Britain. These findings underline the importance of taking into account (a) the contents ascribed to identities and their relations, and (b) the practical ability to pursue a way of live based on these contents in order to understand the way identity processes shape attitudes towards superordinate groups. Copyright © 2008 John Wiley & Sons, Ltd.     

Academic Procrastination in Two Settings: Motivation Correlates,Behavioral Patterns,and Negative Impact of Procrastination in Canada and Singapore

Two studies are reported examining academic procrastination and motivation in 1,145 university students from Canada and Singapore. In Study 1, relationships between procrastination and motivation variables were found to be similar across contexts, with self‐efficacy for self‐regulated learning most strongly associated with procrastination in both contexts. In Study 2, patterns of procrastinating behavior and the negative impact of procrastination were examined and compared in Canadian and Singaporean undergraduates. Participants in both contexts reported writing to be the academic task most prone to procrastination. More Singaporeans than Canadians were classified as negative procrastinators (i.e. rated procrastination as a negative influence on academic functioning). In both contexts, negative procrastinators spent more time procrastinating than neutral procrastinators and displayed lower self‐efficacy for self‐regulated learning. On décrit deux recherches portant sur la motivation et la procrastination universitaire (tendance à remettre au lendemain) de 1145 étudiants du Canada et de Singapour. Dans la première étude, les relations entre la motivation et la procrastination sont apparues être analogues dans les deux pays, la variable la plus fortement associéà la procrastination étant l'auto‐efficience pour l'apprentissage autorégulé. Dans la deuxième étude, les schémas comportementaux de procrastination et son impact négatif ont été analysés et comparés chez les étudiants de 1° cycle canadiens et singapouriens. Les sujets des deux pays ont mentionné la rédaction comme étant la tâche universitaire la plus soumise à la procrastination. Davantage de Singapouriens que de Canadiens été classés en procrastinateurs négatifs (c'est‐à‐dire que la procrastination est considérée comme étant un handicap pour les études). Dans les deux cas, les procrastinateurs négatifs gaspillaient plus de temps que les procrastinateurs neutres et manifestaient une moindre auto‐efficience pour l'apprentissage autorégulé.     

A qualitative exploration of alcohol use among student sportspeople: A social identity perspective

Research indicates that university student sportspeople are a high‐risk subgroup for hazardous alcohol consumption. Adopting a social identity perspective, we explored the social and psychological processes linking sports participation and alcohol use. Twenty‐two individual semi‐structured interviews were conducted with UK student sportspeople (male: 12; female: 10). A deductive thematic analysis identified three core themes: social identification and sports group membership, identity processes in (alcohol) behaviours and sport context‐specific significance of alcohol. Results suggest that the consumptive practices among student sportspeople were strategic activities underpinned by social identity processes, and which served to provide a positive sports experience at the group level. Our findings highlight the interactions between the sport environment, the social structure of sport participation and the multipurpose function of alcohol in this context. We discuss the implications of these results in support of a social identity approach to sport‐related drinking.     

Different perceptions of self‐handicapping across college and work contexts

We investigated the effectiveness of self‐handicapping as an impression management strategy in college and work contexts. In contrast to past research in which college students are both targets and perceivers, we tested whether target status and perceiver status moderate perceptions of self‐handicappers. To this end, we manipulated whether the target was a college student or an adult worker, and we recruited as perceivers both college students (Study 1) and adult workers (Study 2). We additionally manipulated the target's behavior (self‐handicapping vs. control) and outcome (success vs. failure). The results revealed that self‐handicapping protected a student target (but not a worker) from negative evaluations (e.g., ability attributions) in the eyes of college students, particularly males. However, adult workers consistently judged self‐handicapping negatively.     

When is individual mobility costly? The role of economic and social identity factors

Two studies considered when the individual mobility strategy of attending university has psychological costs in terms of poor adjustment to university life. Study 1, (N = 74) examined both economic considerations affecting university choice and identity‐related factors among open day attendees. Expected identification as a university student and preparedness for university life was affected by economic factors (economic benefit of university attendance and status of the considered universities) but also negatively related to perceived incompatibility with one's social background. These findings were replicated in a longitudinal study in which students' perceptions were assessed before entering university (T1), after being at university for two months (T2) and again after being at university for 8 months (T3; N = 109). Social class (T1) predicted perceived incompatibility but not economic factors. In addition, economic factors and incompatibility predicted group identification (T2) but only perceived incompatibility predicted longer‐term identification (T3). Belief that university education serves as a successful individual mobility strategy (T3) was indirectly negatively affected by initial incompatibility (T1), but positively with perceiving economic benefits of a university degree (T1). Implications for the (economic) benefits versus (identity) costs of individual mobility strategies are discussed. Copyright © 2007 John Wiley & Sons, Ltd.     

Group‐based discrimination,national identification,and British Muslims’ attitudes toward non‐Muslims: the mediating role of perceived identity incompatibility

In two studies, we tested a model in which the perceived (in)compatibility of being British and Muslim (identity incompatibility) was expected to mediate between group‐based discrimination and the identifications and attitudes of British Muslims. In Study 1 (N = 76), anti‐Muslim discrimination was associated with lower national identification and more negative attitudes toward non‐Muslims, and these relationships were mediated by perceived identity incompatibility. In Study 2 (N = 70), we additionally found that anti‐Muslim discrimination predicted stronger endorsement of Islamic group rights, and this relationship was also mediated by perceived identity incompatibility. The studies highlight the importance of group‐based discrimination in shaping the perceived (in)compatibility of being British and Muslim, and, in turn, the identifications and attitudes of British Muslims.     

Procrastination,Self‐Downing,Self‐Doubt,and Rational Beliefs: A Moderated Mediation Model

A cross‐sectional study tested the integrated effects of self‐downing, self‐doubt, and rational beliefs on procrastination in a sample of Turkish undergraduate students (N = 315). Results suggest that both self‐downing and rational beliefs have a direct and interactive effect on self‐doubt, and self‐doubt mediates the relationship between self‐downing and procrastination. Results suggest that the indirect effect of self‐downing on procrastination via the mediation of self‐doubt may vary depending on the level of rational beliefs. Implications for counselors and future research directions are discussed.     

Leadership predictors of innovation and task performance: Subordinates' self‐esteem and self‐presentation as moderators

This study examined self‐related subordinate variables as moderators of relationships between supervisors' leadership behaviours (transformational as well as active‐corrective transactional leadership) and subordinates' innovative behaviour and task performance. Based on behavioural plasticity and self‐monitoring theory, we hypothesized that these associations would be moderated by subordinates' organization‐based self‐esteem and by their propensity to modify self‐presentation, a major facet of the self‐monitoring construct. Field survey data (N=161) collected in research and development, marketing and human resources departments of several German companies revealed that transformational leadership positively predicted both criteria, whereas active‐corrective transactional leadership negatively predicted innovation. As hypothesized, transformational leadership related more strongly and positively to innovation for subordinates low in organization‐based self‐esteem. When subordinates were low in self‐presentation propensity, active‐corrective transactional leadership was negatively, and transformational leadership was positively associated with task performance.     

Where are we coming from versus who we will become: The effect of priming different contents of European identity on cooperation

In two experiments, we investigated how priming European identity as common project versus common heritage affects participants' cooperation in a social dilemma; an additional aim was to explore the mediators involved in the process. In the first experiment, 82 students played a public good dilemma with a European bogus partner and then completed self‐report measures of identification with the European Union (EU), group‐based trust and collective interest. Results showed that priming a common project‐based but not a common heritage‐based European social identity fostered cooperative behaviour; this effect was mediated by two sequential mediators: the common project prime increased participants' strength of identification with EU (mediator 1) which, in turn, positively affected group‐based trust (mediator 2), fostering greater cooperation. Experiment 2 was conducted with a similar procedure on a sample of 124 students, using a different measure of trust and changing the order of mediators. Results supported those of previous experiment: Priming a project‐based EU identity content (compared to heritage‐based one) had significant direct and indirect effects on cooperation.     

Emergent social identity and observing social support predict social support provided by survivors in a disaster: Solidarity in the 2010 Chile earthquake

Survivors of disasters commonly provide each other with social support, but the social‐psychological processes behind such solidarity behaviours have not been fully explicated. We describe a survey of 1240 adults affected by the 2010 Chile earthquake to examine the importance of two factors: observing others providing social support and social identification with other survivors. As expected, emotional social support was associated with social identification, which in turn was predicted by disaster exposure through common fate. Observing others' supportive behaviour predicted both providing emotional social support and providing coordinated instrumental social support. Expected support was a key mediator of these relationships and also predicted collective efficacy. There was also an interaction: social identification moderated the relationship between observing and providing social support. These findings serve to develop the social identity account of mass emergency behaviour and add value to disaster research by showing the relevance of concepts from collective action.     

Dysfunctional anticipatory thoughts and the self‐handicapping strategy

Self‐handicapping is an anticipatory self‐protective strategy in which individuals create or claim obstacles to success prior to an important performance to excuse potential failure. The present research sought in four studies to document the anticipatory nature of self‐handicapping, examining the role of prefactual (“what if …?”) thoughts in this strategy. Individuals prone to self‐handicap were more likely to generate prefactuals, identifying ways to undermine their performance. Moreover, inducing individuals to consider these thoughts increased self‐handicapping behavior, whereas focusing individuals on ways to improve their performance actually reduced self‐handicapping behavior. Implications of this work for understanding the cognitive processes underlying self‐handicapping behavior and for interventions that seek to minimize this self‐defeating behavior are discussed. Copyright © 2011 John Wiley & Sons, Ltd.     

Personality,cognition, and university students' examination performance

A prospective study explored the relationship between personality traits (as defined by the five factor model), type of motivation (as defined by self‐determination theory), and goal‐specific cognitions (including those specified by the theory of planned behaviour) as antecedents of degree performance amongst undergraduate students. A sample of 125 students completed a questionnaire two to three months before their final examinations. Structural equation modelling was used to explore relationships. Intention and perceived behavioural control explained 32% of the variance in final degree marks, with intention being the strongest predictor. Controlling for theory of planned behaviour variables, anticipated regret, good‐student identity, controlled extrinsic motivation, Conscientiousness, and Openness had direct significant effects on intention. In total, 65% of the variance in intention was explained. The resultant model illustrates how personality traits may affect examination performance by means of mediators such as intention, anticipated regret, student identity, and autonomous intrinsic motivation. Copyright © 2003 John Wiley & Sons, Ltd.     

Teacher beliefs,teacher characteristics,and school contextual factors: What are the relationships?

Background. There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. Aims. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio‐economic level of school and class level), and three teacher socio‐psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. Sample. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio‐economic areas and from rural and urban locations within New Zealand. Method. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio‐psychological beliefs and the teacher and school factors included in the study. Results. Mastery‐oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio‐economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Conclusions. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.     

Failing time after time: time perspective,procrastination, and cognitive reappraisal in goal failure

This research novelly explores how Future Time Perspective (FTP) plays a role in reflecting on goal failure and striving for future goals. Participants (N = 139) completed questionnaires assessing recent goal failure, procrastination, emotion regulation and FTP, then coded as either High or Low in FTP. Results support hypotheses that despite goal failure, those high in FTP procrastinated less, planned more and used more cognitive reappraisal strategies. Further, procrastination and cognitive reappraisal significantly predicted FTP scores. Thus, goal failure may be an essential part of learning how to achieve high self‐regulation goals. However, it may discourage some from trying again, particularly those low in FTP. Findings suggest the FTP may offer a strategy to aid attainment of important high self‐regulated, long‐term goals.     

Transracial adoptees bridging heritage and national cultures: Parental socialisation,ethnic identity and self‐esteem

Transracial adoptees represent a specific group of immigrants who experience unique immigration processes that bring them face‐to‐face with two cultural backgrounds: that of their heritage culture on one hand and that of their national culture on the other hand. However, there is a scarcity of studies focused on the way these processes unfold within adoptive families. This study was aimed at exploring how transracial adoptees cope with the construction of their ethnic identity. Administering a self‐report questionnaire to 127 transracial adoptees and their mothers, for a total of 254 participants, we first investigated the association between mothers' cultural socialisation (enculturation and preparation for bias strategies) and adoptees' ethnic identity (i.e. ethnic identity exploration and ethnic identity affirmation dimensions). We then investigated whether ethnic identity affects self‐esteem by testing the hypothesis that national identity moderates the relationship between ethnic identity and self‐esteem. Results revealed that mothers' enculturation (but not their preparation for bias) supported adoptees' ethnic identity exploration, which in turn was positively associated with ethnic identity affirmation. Moreover, we confirmed the moderation effect: ethnic identity affirmation enhanced the level of self‐esteem, but only for those adoptees who perceived a higher degree of national identity affirmation.     

Reaching Across the DMZ: Identity Uncertainty and Reunification on the Korean Peninsula

Drawing on uncertainty‐identity theory (Hogg, 2012), we explore the effects of uncertainty concerning a specific social identity on group identification and attitudes toward subgroup integration and separation in South Koreans' nested identity context (N = 148). All variables were measured. Path analysis revealed, as predicted, that superordinate identity uncertainty weakened superordinate identification and subgroup identity uncertainty weakened subgroup identification. We also found that subgroup identity uncertainty strengthened superordinate identification. This effect was stronger for those who perceived their superordinate group prototype and subgroup prototype to be distinct and nonoverlapping. Furthermore, superordinate identity uncertainty decreased reunification intentions by weakening superordinate identification. Subgroup identity uncertainty increased reunification intentions by strengthening superordinate identification only for those who perceived their superordinate group prototype and subgroup prototype to be distinct and nonoverlapping. Implications for uncertainty identity theory and intergroup relations are discussed.