Date of Award
Education, Educational Psychology.
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Self-handicapping is defined as the construction of obstacles or impediments to successful performance by an individual to protect or enhance self-esteem or self-image. The purpose of this research study was to explore the consequences of engaging in a behavioral self-handicapping strategy. In addition to positive and negative affect, test performance, test performance attributions, and self-efficacy were measured. Self-esteem and tendency to self-handicap served as covariates. Self-selected handicaps were examined in a quasi-experimental design. Participants chose whether to self-handicap or not by selecting either perceived distracting or enhancing music. Participants completed pre-test measures of positive affect, negative affect, self-esteem, and tendency to self-handicap. A practice test composed of items from the Diagnostic and Spatial Relations Aptitude Test (DSRAT) provided a pre-test measure of performance. After completing the pre-test measure of performance, participants chose to listen to either perceived performance-distracting or perceived performance-enhancing music while completing the DSRAT performance test. Upon completion of the test and receiving false failure feedback, positive and negative affect, performance attributions, self-efficacy, and test performance were measured. (Abstract shortened by UMI.)Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2003 .P69. Source: Masters Abstracts International, Volume: 42-02, page: 0382. Adviser: Frank Schneider. Thesis (M.A.)--University of Windsor (Canada), 2003.
Powell, Kelly Theresa., "Affective, cognitive, and performance consequences of self-selected self-handicaps." (2003). Electronic Theses and Dissertations. 907.