Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwinger, Malte; Stiensmeier-Pelster, Joachim |
|---|---|
| Titel | Prevention of Self-Handicapping--The Protective Function of Mastery Goals |
| Quelle | In: Learning and Individual Differences, 21 (2011) 6, S.699-709 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6080 |
| DOI | 10.1016/j.lindif.2011.09.004 |
| Schlagwörter | Goal Orientation; Achievement Need; Educational Practices; Fear; Prevention; Mastery Learning; Foreign Countries; High School Students; College Students; Stress Variables; Theories; Self Esteem; Correlation; Germany |
| Abstract | Drawing on modern diathesis-stress theories which suggest a multiplicative approach to determine one's personal vulnerability status, we posit that the degree of an individual's vulnerability for using self-handicapping strategies in case of self-threatening events depends on the interaction between different vulnerability and protective factors. In this article, we assume that the pursuit of mastery goals buffers the relations between self-handicapping and two frequently cited determinants (low self-esteem, high performance-avoidance goals). In three studies with German high-school and college students, we found empirical evidence for the assumed moderator effect of mastery goals. In studies 1 and 3, performance-avoidance goals were remarkably lower associated with self-handicapping in the group of students highly endorsing mastery goals compared to students who proved to be less mastery oriented. In studies 2 and 3, moreover, individuals' self-esteem was less related to self-handicapping when students strongly emphasized mastery goals. We discuss several implications of these findings for both educational practice and future research on self-handicapping. (Contains 3 figures and 5 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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