The present study examines predictors and consequences of self-handicapping and defensive pessimism (comprising defensive expectations and reflectivity) from a self-worth motivation perspective. Consistent with self-worth motivation theory, self-handicapping and defensive expectations are proposed as two strategies students use to protect their self-worth in the event of potential failure, and in some cases to enhance their worth in the event of success. Using longitudinal data derived from undergraduate students from three institutions in their first and second years at university, quantitative analyses, involving confirmatory factor analysis and structural equation modelling, tested models in which a set of affective and motivational factors was proposed to predict self-handicapping, defensive expectations, and reflectivity. These three strategies were in turn proposed to predict a variety of academic outcomes including self-regulation, persistence, future academic plans, and grades. Both quantitative and qualitative data hold implications not only for current understanding and existing theory regarding self-handicapping and defensive pessimism, but also for educational practice and research dealing with these phenomena. On a more general level, data derived from the various studies provide new perspectives on defensive manoeuvring and the lengths to which students will go to protect their self-worth, the many reasons they pursue their studies in such a fashion and the diversity (and complexity) of consequences that follow from such behaviour / Doctor of Philosophy (PhD)

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Self-handicapping is a psychological behavior people engage in to protect their self-image, project a desired image to others, and to augment feelings of success and achievement. Self-handicapping occurs when individuals have a positive but uncertain self-image about their competence in an arena of life fundamental to their self-identity. Musicians have been underrepresented in self-handicapping studies; yet the very competitive nature of their education and craft, the strong identification musicians have as musicians, and the frequent challenges during all phases of development to their abilities would suggest they are extremely vulnerable to developing self-handicaps. This dissertation discusses the theoretical components of self-handicapping, the personality traits typically exhibited by high self-handicappers, causes, types, and possible motivations for self-handicapping, short and long term effects of the behavior, and the implications these concepts have to the musician community. In addition, it contains the results of an extensive survey of musicians which examines self-handicapping tendencies, depression, imposter phenomenon, and self-esteem ratings to determine 1) if musicians self-handicap, 2) how the four constructs are related to each other within the musician population, 3) if other factors concerning musicians and self-handicapping are related, 4) areas for future research. Several significant relationships involving the four constructs tested, as well as a significant difference between the self-handicapping behaviors of professional and amateur players were found. In addition, it contains the results of an extensive survey of musicians which examines self-handicapping tendencies, depression, imposter phenomenon, and self-esteem ratings to determine 1) if musicians self-handicap, 2) how the four constructs are related to each other within the musician population, 3) if other factors concerning musicians and self-handicapping are related, 4) areas for future research. Several significant relationships involving the four constructs tested, as well as a significant difference between the self-handicapping behaviors of professional and amateur players were found.

The purpose of the study was to investigate relationships among 7th grade students&rsquo / personal goal orientations, perceptions of classroom goal structure, and learning related variables of efficacy, self-handicapping strategies, cheating behavior, and science achievement. This study was carried out during 2006-2007 spring semester at 12 public elementary schools in Ke&ccedil / i&ouml / ren, Ankara. A total of 1950 seventh grade students from 62 classrooms participated in the study. Data were collected through Patterns of Adaptive Learning Scales and Science Achievement Test. Hierarchical Linear Modeling (HLM) analyses were conducted due to the nested structure of data. Results revealed that students who demonstrated high efficacy, high science achievement, low cheating behavior, and low self-handicapping strategies, which were all adaptive learning patterns, had higher mastery goal orientations. Findings regarding performance-approach goal oriented students, focusing on demonstrating their ability, however, were not as straightforward. Performance approach goals were associated with high efficacy and high demonstration of cheating behavior. Class level analyses, on the other hand, revealed that students&rsquo / perception of the classroom goal structure was a significant predictor of personal goal orientations they adopted. While learning environments emphasizing understanding of the material and self-improvement promoted students&rsquo / adoption of mastery goals / learning environments focusing on performance and relative ability of students promoted students&rsquo / adoption of performance-approach goals. The current study, thus, demonstrated the influence of goal structure of the learning environment on students&rsquo / personal goal orientations which in turn found to be related with various learning related variables.

The success of a college coach to develop winning teams and a winning culture in any sport largely depends on his/her ability to recruit and strengthen the skill levels of his/her student-athletes. The following ethnography of the Eastern Hawks baseball coaches seeks to describe the culture of this organization during two consecutive seasons including the recruitment of student-athletes and the management of the current players on the roster, and to also detail the coaches’ use of compliance gaining and aspects of communication in their interaction with the recruits and their families. To investigate these issues, an ethnographic study was performed with a Division I baseball team called Eastern University. Numerous individual interviews were conducted with the staff and later transcribed. Team functions, games, and events were also attended for data collection. Results indicate that the organizational culture of Eastern Hawks baseball was initially created through artifacts such as facility improvements, game rituals, and performance requirements. The observed culture is being negatively influenced by espoused values and basic assumptions that run contrary to stated and desired goals. Leader-member relationships were regarded as predominantly low during this study accentuated by unfulfilled expectations of performance. The coaches used various compliance-gaining methods in recruiting student athletes but were most successful when targeting prospects who valued education, had parents who also valued education, and who believed they would fit in with the culture present at Eastern. The coaches implemented strategies that were pro-social and also reduced excessive apprehension. When competing against the professional draft, the staff provided metaphorical statements to prospects and their families that which sought to highlight social identity. Coaches compared the negative effects of turning pro early as opposed to developing personally and athletically at Eastern. / text

自我設限是指人們因為害怕失敗帶來傷害，或想要在成功時更顯得自己特別優異的方法。本研究主要探討不同類型自尊者使用不同自我設限行為的狀況。受試者接收數學能力的正向評價回饋後，即接受壓力或練習效果對測驗表現是否有影響的操弄指導語，在4組(策略暗示：宣稱、行為、宣稱與行為，控制組)實驗設計中，研究者測量所有受試者的宣稱策略使用程度、練習時間與練習題數，研究進行中亦錄影其非口語焦慮行為。研究結果有六大發現：(1)內隱自尊與外顯自尊無關，表示它們是不同的構念；(2)情境對宣稱式自我設限有主要效果：接受宣稱式自我設限會影響表現訊息的人，他們的宣稱策略使用程度明顯比無接受訊息者來得高；(3)外顯自尊與情境對行為式自我設限有交互作用效果：當暗示其練習效果會影響表現時，高外顯自尊者比低外顯自尊者有較少的練習行為，會比較容易有行為式自我設限的表現出現；(4)內隱自尊對宣稱式自我設限亦有主要效果：低內隱自尊者比高內隱自者會比較傾向使用宣稱性自我設限，容易表達出他注意力不集中、有壓力等口語訊息；(5)外顯與內隱自尊對宣稱式自我設限有交互作用效果：高外顯/低內隱自尊者(威脅性自尊者)比高外顯/高內隱自尊者（安全性自尊者）容易使用宣稱式的自我設限策略；(6) 外顯與內隱自尊對非口語焦慮行為頻率有交互作用效果：高外顯/低內隱自尊者(威脅性自尊者)比高外顯/高內隱自尊者(安全性自尊者)表現出更多的不安、緊張等臉部與行為的表情。研究中亦嘗試討論情境、內隱自尊、外顯自尊對宣稱式自我設限的三因子交互作用，與兩類自尊各自在不同情境中的主要效果。