Year: 2018
Type: dissertation
Abstract: Individuals self-handicap when they create obstacles for themselves prior to evaluative events. Self-handicapping has typically been examined as a general trait that people possess to a greater or lesser degree. This assumed unidimensionality has influenced the development and use of self-handicapping measurement tools. However, there is a growing body of evidence and theory suggesting that self-handicapping is a multidimensional construct. This thesis investigates self-handicapping as a multidimensional construct. Specifically, two factors of self-handicapping, representing affect and behaviour, are examined. This thesis consists of six studies – two meta-analyses, and four studies based on an original data set of university students. The first empirical chapter uses factor analysis of an existing self-handicapping scale to demonstrate a distinction between behaviour and affect. The second empirical chapter proposes a new measure of self-handicapping behaviour, distinct from self-handicapping affect. The third empirical chapter presents a meta-analysis of the relationships between self-handicapping and achievement goal orientations, and uses meta-analytic path analysis to demonstrate that self-handicapping mediates the effect of achievement goals on academic performance. The chapter also includes original empirical data that supports a two-factor model of self-handicapping. The fourth empirical chapter examines the roles of self-esteem and self-concept clarity in predicting the two-factor model of self-handicapping. Specifically, self-concept clarity is tested as a mediator of the effect of self-esteem on self-handicapping. This chapter also includes a meta-analysis of the relationship between self-esteem and self-handicapping. In the closing chapter, self-handicapping is discussed as a process triggered by an upcoming evaluative task or event, and argues that this process is comprised of distinct situational, cognitive, affective, and behavioural factors.
Author: Indako E. Clarke
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3121219570