Erfassung von Self-Handicapping im Lern- und Leistungsbereich
Eine deutschsprachige Adaptation der Academic Self-Handicapping Scale (ASHS-D)
Abstract
Zusammenfassung. Die Angst, in anstehenden Prüfungssituationen zu scheitern, wird von vielen Studierenden als selbstwertbedrohlich erlebt. In solchen Situationen muss der Lernende einen Weg finden, seinen Selbstwert zu regulieren bzw. vor weiteren Bedrohungen zu schützen. Eine häufig angewandte Regulationsstrategie ist Self-Handicapping. Hierbei verschafft sich der Lernende vor einer wichtigen Prüfung ein Handicap (z.B. wenig Schlaf in der Nacht vor der Klausur), welches er im Falle eines tatsächlichen Misserfolgs als Begründung hierfür heranziehen kann. Da habituelles Self-Handicapping mit negativen Folgen wie z.B. schlechten Leistungen assoziiert ist, ist es notwendig, über ein diagnostisches Instrument zu verfügen, anhand dessen die habituelle Tendenz eines Lerners zum Self-Handicapping ermittelt werden kann. In der vorliegenden Arbeit wurde eine deutsche Adaptation der Academic Self-Handicapping Scale (Urdan, Midgley & Anderman, 1998) verschiedenen Stichproben von Studierenden vorgelegt. Es ergaben sich insgesamt erwartungskonforme Zusammenhänge der Self-Handicapping Skala mit konstruktnahen Kriterien wie dem allgemeinen Selbstwert, kognitiven und motivationalen Lernstrategien sowie universitären Leistungen.
Abstract. Many students experience the fear to fail in exams as threatening to their self-esteem. The individual learner needs to find a way to regulate his/her self-esteem and to protect it from further threats, respectively. A regulation strategy frequently used is self-handicapping. Here, a student provides him-/herself with a handicap before an exam (e.g., less sleep in the night before the exam). If he fails in the exam, he can attribute the failure to his handicap. However, since habitual self-handicapping is associated with negative consequences (e.g., poor performance), it is necessary to dispose of a diagnostic instrument that enables researchers to determine a student’s habitual tendency to self-handicap. We therefore tested a German adaptation of the Academic Self-handicapping Scale (Urdan, Midgley & Anderman, 1998) across several samples of German college students. Results overall revealed the expected correlations between self-handicapping and important validity criteria like self-esteem, cognitive and motivational learning strategies, and achievement.
Literatur
(1987). Factor analysis and AIC. Psychometrika, 52, 317–332.
(2001). Intelligenz-Struktur-Test 2000 R. Göttingen: Hogrefe.
(2007). Amos 16 User’s Guide. Chicago, IL: SPSS Inc.
(1998). Self-Handicapping. In , Attribution and social interaction: The legacy of Edward E. Jones (pp. 313–348). Washington, DC: American Psychological Association.
(1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405–417.
(1993). NEO-Fünf-Faktoren-Inventar (NEO-FFI). Göttingen: Hogrefe.
(2010). Statistik für Human- und Sozialwissenschaftler (7. Aufl.). Heidelberg: Springer.
(2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848.
(2009). Rasch modeling of the self-deception scale of the Balanced Inventory of Desirable Responding. Educational and Psychological Measurement, 69, 438–458.
(1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform. New York: Cambridge University Press.
(2001). Contingencies of self-worth. Psychological Review, 108, 593–623.
(1996). Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure. Journal of Personality and Social Psychology, 70, 868–876.
(2010). Statistik und Forschungsmethoden. Weinheim: Beltz.
(2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport and Exercise Psychology, 28, 344–361.
(2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628.
(1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272–299.
(1996). Messung des Selbstwertgefühls: Befunde zu Reliabilität, Validität und Stabilität der Rosenberg-Skala. Diagnostica, 42, 284–292.
(2008). ”How much do you like your name?” An implicit measure of global self-esteem. Journal of Experimental Social Psychology, 44, 1346–1354.
(2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576.
(1991). Self-reported versus behavioral Self-Handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61, 981–991.
(1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
(2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14, 6–23.
(2002). Blatant stereotype threat and women’s math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations. Sex Roles, 47, 193–198.
(2003). Toward a conceptualization of optimal self-esteem. Psychological Inquiry, 14, 1–26.
(2010). Principles and practice of structural equation modeling. New York: Guilford Press.
(1986). Behavioral self-handicaps versus self-reported self-handicaps: A conceptual note. Journal of Personality and Social Psychology, 51, 1265–1268.
(2006). Using the BIDR to distinguish the effects of impression management and self-deception on the criterion validity of personality measures: A meta-analysis. International Journal of Selection and Assessment, 14, 131–141.
(2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87–102.
(2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95, 617–628.
(2007). Achievement orientations, school adjustment, and well-being: A longitudinal study. Journal of Research on Adolescence, 17, 789–812.
(2011). Limitations on the substitutability of self-protection processes: Self-handicapping is not reduced by related-domain self-affirmations. Social Psychology, 42, 9–18.
(2008). The worker scale: Developing a measure to explain gender differences in behavioral self-handicapping. Journal of Research in Personality, 42, 949-970. DOI: 10.1016/j.jrp.2007.12.005
(1996). „If I don’t do well tomorrow, there’s a reason”: Predictors of adolescent’s use of academic self-handicapping strategies. Journal of Educational Psychology, 88, 423–434.
(2001). Academic Self-Handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61–75.
(2006). Self-esteem research, theory, and practice: toward a positive psychology of self-esteem (3rd ed.). New York: Springer.
(2002). Ein Inventar zur Erfassung von zwei Faktoren sozialer Erwünschtheit. Diagnostica, 48, 121–129.
(1998–2009). Mplus User’s Guide. Fifth Editon. Los Angeles, CA: Muthén & Muthén.
(1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346.
(2010). Contingent self-worth and self-handicapping: Do incremental theorists protect self-esteem? Self and Identity, 9, 276–297.
(1986). Defensive pessimism: Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 51, 1208–1217.
(2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments & Computers, 32, 396–402.
(1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
(2002). In search of underlying dimensions: The use (and abuse) of factor analysis in Personality and Social Psychology Bulletin. Personality and Social Psychology Bulletin, 28, 1629–1646.
(2002). Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Göttingen: Hogrefe.
(2008). Selbstwertregulation im Lernprozess: Determinanten und Auswirkungen von Self-Handicapping. Dissertation, Universität Gießen.
(2010). Zusammenhänge zwischen Self-Handicapping, Lernverhalten und Leistung in der Schule. Unterrichtswissenschaft, 38, 266–283.
(2007). Strategien zur Motivationsregulation und ihre Erfassung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 39, 57–69.
(1989). Determinants of self-handicapping: Task importance and effects of pre-existing handicaps on self-generated handicaps. Personality and Social Psychology Bulletin, 15, 101–112.
(1982). On the self-serving function of an academic wooden leg: Test-Anxiety as a Self-Handicapping strategy. Journal of Personality and Social Psychology, 42, 314–321.
(2002). Skalen zur Erfassung der Lern- und Leistungsmotivation (SELLMO). Göttingen: Hogrefe.
(2000). On the confluence of self-esteem maintenance mechanisms. Personality and Social Psychology Review, 4, 290–299.
(2007). Academic Self-Handicapping: The role of self-concept clarity and students’ learning strategies. British Journal of Educational Psychology, 77, 101–119.
(2004). Failure avoidance: Parenting, the achievement environment of the home and strategies for reduction. Learning and Instruction, 14, 3–26.
(2001). Academic Self-Handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115–138.
(1998). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101–122.
(2010). Rethinking social desirability scales: From impression management to interpersonally oriented self-control. Perspectives on Psychological Science, 5, 243–262.
(2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111–133.
(1994). Lernstrategien im Studium: Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185–200.
(1998). Performance deficits following failure: Learned helplessness or self-esteem protection? British Journal of Social Psychology, 37, 59–71.
(1998). Consequences of self-handicapping: effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 6, 1619–1628.
(2005). Costs of self-handicapping. Journal of Personality, 73, 411–442.
