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Consequences of self-handicapping: effects on coping, academic performance, and adjustment
M Zuckerman1, S C Kieffer, C R Knee
1Department of Psychology, University of Rochester, New York 14627, USA.
Journal of Personality and Social Psychology
|July 9, 1998
Summary
High self-handicappers use withdrawal coping strategies and perform worse academically due to poor study habits. This self-handicapping behavior creates a detrimental cycle, worsening adjustment over time.
Area of Science:
- Psychology
- Social Psychology
- Behavioral Science
Background:
- Self-handicapping is a strategy individuals use to protect self-esteem by creating performance obstacles.
- These self-imposed impediments can paradoxically lead to poorer performance and adjustment.
Purpose of the Study:
- To investigate the prospective effects of self-handicapping on coping mechanisms, academic achievement, and adjustment.
- To explore the cyclical relationship between self-handicapping and adjustment.
Main Methods:
- A longitudinal research design was employed.
- Data were collected on self-handicapping behaviors, coping strategies, academic performance, and adjustment-related variables.
Main Results:
- High self-handicappers reported increased use of withdrawal and negative focus coping strategies.
- Academic performance was lower for high self-handicappers, partly due to detrimental study habits.
- A reciprocal relationship was observed: self-handicapping led to poorer adjustment, and poorer adjustment reinforced self-handicapping.
Conclusions:
- Self-handicapping is linked to maladaptive coping and academic underachievement.
- A cyclical, mutually reinforcing relationship exists between self-handicapping and poor adjustment, highlighting a potential area for intervention.