NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ684988
Record Type: Journal
Publication Date: 2004-Jun
Pages: 14
Abstractor: Author
ISSN: ISSN-0022-0663
Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture
Urdan, Tim
Journal of Educational Psychology, v96 n2 p251-264 Jun 2004
The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school students (N=675). Performance-avoidance and classroom performance goal structure were positively associated with self-handicapping, whereas performance-approach goals negatively predicted handicapping. Self-handicapping was negatively associated with achievement in English. Cultural differences in the effects of performance goals on achievement and in the effects of classroom performance goal structure on the subsequent adoption of personal performance goals were found. Implications for efforts to alter classroom goal structures are discussed.
American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A