Academic Self-Handicapping and Achievement: A Meta-Analysis

Autor/inn/en	Schwinger, Malte; Wirthwein, Linda; Lemmer, Gunnar; Steinmayr, Ricarda
Titel	Academic Self-Handicapping and Achievement: A Meta-Analysis
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.744-761 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035832
Schlagwörter	Meta Analysis; Self Esteem; Failure; Academic Achievement; Negative Attitudes; Correlation; Effect Size; High School Students; Middle School Students; Elementary School Students; Intervention; Prevention; Questionnaires; Age Differences; Gender Differences; Goal Orientation; Racial Differences; Ethnic Groups; Educational Indicators; Research Methodology; Computation; Coding; Regression (Statistics) + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Negative Fixierung; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Prävention; Vorbeugung; Fragebogen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Zielorientierung; Zielvorstellung; Rassenunterschied; Ethnie; Educational indicato; Bildungsindikator; Research method; Forschungsmethode; Codierung; Programmierung; Regression; Regressionsanalyse
Abstract	Self-handicapping represents a frequently used strategy for regulating the threat to self-esteem elicited by the fear of failing in academic achievement settings. Several studies have documented negative associations between self-handicapping and different educational outcomes, inter alia academic achievement. However, studies on the relation between self-handicapping and academic achievement have yielded heterogeneous results, indicating the need to conduct meta-analytic investigations and to examine the relevance of several potential moderator variables. This meta-analysis integrates the results of 36 field studies with 49 independent effect sizes (N = 25,550). A random effects model revealed a mean effect size between self-handicapping and academic achievement of r = -0.23 (p < 0.001, range: r = -0.46 to r = 0.02). Moreover, moderator analyses showed that the type of self-handicapping scale, the school type (elementary, middle, high school, university), the level of mastery goals in the sample, and the reliability of the self-handicapping scale considerably influenced the mean correlation. Based on our findings, we conclude that educational interventions to enhance academic achievement should additionally focus on preventing self-handicapping. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01