Strategie chroniące ego – analiza motywacyjna na przykładzie self-handicapping i defensive pessimism

• Authors: Aleksandra Więckowska

Title variants

EN

Ego-protective strategies – motivational analysis of self, handicapping and defensive pessimism

• Languages of publication: PL

Abstracts

EN

In traditional classrooms, where students are evaluated on the basis of their actions, poor performance is closely linked to the lack of ability. Many students often see failure as a threat to their positive self-image and instead of increasing efforts, apply various ego-protective strategies to shift attention from real or hypothesized lack of ability to other factors influencing unsatisfactory production. In both cases self-worth is protected. This paper aims at performing a motivational analysis of two such strategies, i.e. self-handicapping and defensive pessimism used by secondary school students in achievement context.

Keywords

PL

czynniki indywidualne w procesie uczenia się/nauczania języków obcych; strategie self-handicapping i defensive pessimism; czynniki motywacyjne

EN

individual factors in foreign language learning/ teaching process; strategies of self-handicapping and defensive pessimism; motivational factors; individual factors in foreign language learning/ teaching process; strategies of self-handicapping and defensive pessimism; motivational factors

• Publisher: Polskie Towarzystwo Neofilologiczne
• Journal: Neofilolog
• Year: 2010
• Issue: 35
• Pages: 163-171

Dates

published

2010-06-15

Contributors

author

Aleksandra Więckowska

• Uniwersytet Wrocławski

References

• Berglas, S. i E.E. Jones. 1978. „Drug Choice as Self-Handicapping Strategy in Response to Success.” Journal of Personality and Social Psychology 36: 405-417.
• Buss, D.M. i N. Cantor (red.). 1989. „Personality Psychology: Recent Trends and Emerging Directions”. New York: Springer-Verlag. 115-127
• Covington, M. 1992. Making the grade. New York: Cambridge University Press.
• Dweck, C.S. 1986. „Motivational processes affecting learning.” American Psychologist 41: 1040-1048.
• Elliot, A.J. i M.A. Church. 2003. „A Motivational Analysis of Defensive Pessimism and Self-Handicapping.” Journal of Personality 71: 369-396.
• Feick, D.L. i F. Rhodewalt. 1997. „The double-edged sword of self-handicapping: Discounting, augmentation, and the protection and enhancement of self-esteem.” Motivation and Emotion, 21: 147-163.
• Jones, E.E. i F. Rhodewalt. 1982. The Self-Handicapping Scale. Princeton University.
• Martin, A., H., Marsh, i R. Debus. 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.
• Martin, A.J., H.W. Marsh, A. Williamson i R.L. Debus. 2003. „Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.” Journal of Educational Psychology 95: 617-628.
• Norem, J.K. i N. Cantor. 1986. „Defensive pessimism: Harnessing anxiety as motivation.” Journal of Personality and Social Psychology 51: 1208-1217.
• Norem, J.K. i K.S.S. Illingworth. 1993. „Strategy-dependent effects of reflecting on self and tasks: Some implications of optimism and defensive pessimism.” Journal of Personality and Social Psychology 65: 822-835.
• Norem, J.K. 2001. „Defensive pessimism, optimism, and pessimism.” (w) Optimism & pessimism: Implications for theory, research, and practice. (red.) E.C. Chang Washington: American Psychological Association.
• Showers, C. 1992. „The motivational and emotional consequences of considering positive or negative possibilities for an upcoming event.” Journal of Personality and Social Psychology, 63: 474-483.
• Shepperd, J. i R. Arkin. 1998. „Determinants of self-handicapping: Task importance and effects of pre-existing handicaps on self-generated handicaps.” Personality and Social Psychology Bulletin, 15: 101-112.
• Snyder, C.R., T.W. Smith, R.W. Augelli i R.E. Ingram. 1985. „On the self-serving function of social anxiety: Shyness as a self-handicapping strategy.” Journal of Personality and Social Psychology, 48: 970-980.
• Urdan, T. i C. Midgley. 2001. „Academic self-handicapping: What we know, what more there is to learn.” Educational Psychology Review, 13: 115-138.

Identifiers

DOI

10.14746/n.2010.35.16