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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.

<p>This project discusses a major issue in the educational system of the Province of Ontario in the 1980' s. With the full implementation of Bill 82 in September of 1985, school boards across the province will be forced once again to determine how the needs of children with handicapping conditions ought best be met. Should they be mainstreamed with their chronological peers in neighbourhood schools or should they attend special schools where all ancillary services are provided? The purpose of this paper is to examine this integration/segregation debate. The first two chapters provide the reader with a historical overview of the issue as well as with a description and critical analysis of the early efficacy studies that have been used as justification for the choice of one type of administrative arrangement over another. Chapter three outlines more contemporary arguments and research in support of the mainstreaming position. It also describes the philosophy, strategies and tec110iques of a local school board that has been mainstreaming children with handicapping conditions since the late 1960's. The final chapter outlines two evaluative techniques that can be used to asses the effectiveness of integration segregation as educational models. Further, a proposal for future research is described in which both of these evaluative techniques would be employed.</p> / Master of Arts in Teaching (MAT)

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