The Maintenance and Treatment of Self-Handicapping

Higgins, Raymond L.; Berglas, Steven

doi:10.1007/978-1-4899-0861-2_6

Cited by 16 publications

(12 citation statements)

References 84 publications

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“…There has been some evidence of gender differences in self‐handicapping (e.g. Anderman & Anderman, 1999; Berglas & Jones, 1978; Hirt, McCrea, & Boris, 2003; Midgley & Urdan, 1995), but these findings have not been consistently replicated.…”

Section: Discussionmentioning

confidence: 99%

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

Leondari

Gonida

2007

Brit J of Edu Psychol

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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.

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Section: Discussionmentioning

confidence: 99%

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

Leondari

Gonida

2007

Brit J of Edu Psychol

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“…A review of the literature suggests that self-sabotage behaviours have solid cognitive underpinnings (Kearns, Forbes, Gardiner & Marshall, submitted;Urdan & Midgley, 2001), therefore a purely behavioural intervention is unlikely to be successful (Higgins & Berglas, 1990). Getting students to perform adaptive behaviours, such as writing, is unlikely to have lasting effects if the student still has deep-seated beliefs such as 'It will never be good enough'.…”

Section: Cognitive-behavioural Coaching: Changing Self-sabotaging Behmentioning

confidence: 96%

Innovation in PhD completion: the hardy shall succeed (and be happy!)

Kearns

Gardiner

Marshall

2008

Higher Education Research & Development

109

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HughKearns hugh.kearns@flinders.edu.au What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self-sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours and give them the strategies and attitudes they need to successfully (and happily!) complete their thesis. The program utilises cognitive-behavioural coaching, an evidence-based strategy that we claim leads to significant and long-term behavioural change. An evaluation of the program indicates that it is very successful, improving students' ability to manage their time, set specific times for writing, and show work to their supervisor regularly, and that these behaviours were associated with lower levels of stress and improved ability to complete.

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“…As with perfectionism, there have been very few empirical-based approaches to treating self-handicapping. However, Higgins and Berglas (1990) suggest that a purely behavioural approach to treating self-handicapping is unlikely to be effective. For example, helping the self-handicapper develop some skills (such as time management for a procrastinator), is unlikely to make a significant difference, as the selfhandicapper has a vested interest in retaining the handicap.…”

mentioning

confidence: 99%

A Cognitive Behavioural Coaching Intervention for the Treatment of Perfectionism and Self-Handicapping in a Nonclinical Population

Kearns¹,

Forbes

Gardiner

2007

Behav. change

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This study examined the efficacy of a modified form of cognitive behavioural therapy, known as cognitive behavioural coaching, in reducing levels of perfectionism and self-handicapping in a non-clinical population. Twenty-eight research higher degree students participated in an intensive workshop series held over 6 weeks. Perfectionism and self-handicapping were measured at the commencement and conclusion of the workshop series, and again 4 weeks later. Levels of perfectionism fell during the workshop series and this reduction was sustained at follow-up. Levels of self-handicapping did not fall during the workshop series but had fallen significantly by follow-up. Participants' level of satisfaction with their candidature progress also improved. This study demonstrates how the principles of CBT can be successfully modified and used with a nonclinical population.

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The Maintenance and Treatment of Self-Handicapping

Cited by 16 publications

References 84 publications

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

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

Innovation in PhD completion: the hardy shall succeed (and be happy!)

A Cognitive Behavioural Coaching Intervention for the Treatment of Perfectionism and Self-Handicapping in a Nonclinical Population

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