Abstract
Self-handicapping might take many forms and include strategies people use to create excuses so that they can avoid blaming themselves, if they do poorly on a task. Self-handicapping has been found to be a common behavior of less successful students. The poster will present examples of self-handicapping behavior from the literature and results of a study that measured whether an awareness of self-handicapping variables is correlated with students' grades. The poster will also provide a list of things generated by students that they could do or avoid doing to keep self-handicapping from negatively influencing their grades. The audience will learn that self-handicapping might hinder performance but it also serves to protect self-esteem. The poster may be of benefit to people outside of psychology who are not at all familiar with self-handicapping strategies. Since students, teachers, administrators and others engage in self-handicapping, this topic should be of broad applicability for attendees.
Location
Concourse
Recommended Citation
Dixon, Lugenia, "Self-Handicapping Variables and Students' Performance" (2009). SoTL Commons Conference. 74.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/74
Self-Handicapping Variables and Students' Performance
Concourse
Self-handicapping might take many forms and include strategies people use to create excuses so that they can avoid blaming themselves, if they do poorly on a task. Self-handicapping has been found to be a common behavior of less successful students. The poster will present examples of self-handicapping behavior from the literature and results of a study that measured whether an awareness of self-handicapping variables is correlated with students' grades. The poster will also provide a list of things generated by students that they could do or avoid doing to keep self-handicapping from negatively influencing their grades. The audience will learn that self-handicapping might hinder performance but it also serves to protect self-esteem. The poster may be of benefit to people outside of psychology who are not at all familiar with self-handicapping strategies. Since students, teachers, administrators and others engage in self-handicapping, this topic should be of broad applicability for attendees.
