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COMPETITIVENESS AND MOTIVATION FOR EDUCATION IN SELF-HANDICAPPING

100%

Simek D., Kobal G. D.

Studia Psychologica

2011

vol. 53

issue 1

83-96

The existing research of self-handicapping has explored only the role of interpersonal competition. The goal of the present research of self-handicapping was to determine a) the role of attitudes toward competition and b) the role of the different motives for participation in or avoidance of competition. The authors also examined the role of different types of motivation for education in self-handicapping, according to the level of self-determination. The participants were 748 high school students. The results from a correlation and comparative research, including multiple regression and discriminate analysis, showed that in self-handicapping different dimensions of competitiveness play different roles. Those denoted by fear of failure proved to be more characteristic of self-handicapping than those depicted by the high importance of the quality of task accomplishment. Regarding motivation for education, the prevailing role of amotivation stood out. Intrinsic motivation predicted self-handicapping negatively, while extrinsic motivation proved to be a positive predictor. Factor analysis of the measuring instrument enabled the differentiation of the reasons for education in self-handicapping on the level of three basic types.

PERCEPTIONS OF CONTEXTUAL ACHIEVEMENT GOALS: CONTRIBUTION TO HIGH SCHOOL STUDENTS’ ACHIEVEMENT GOAL ORIENTATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT

75%

Rončević Zubković B., Kolić-Vehovec S.

Studia Psychologica

2014

vol. 56

issue 2

137 – 153

The current study had two aims: 1) to explore the effects of contextual goals, defined as perceived parents' and teachers’ goals, and classroom goal structures, on high school students’ personal achievement goal orientations and 2) to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behaviour, as well as their effect on academic achievement. High school students (n = 403) completed questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students’ corresponding personal goal orientations, although the results were not clear cut. Perceived contextual performance goals also predicted students’ work-avoidance goal orientation and self-handicapping behaviour that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents’ mastery goals, had significant effects on employment of deep learning and reading strategies.

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2 Studia Psychologica

1 Kobal G. D.

1 Kolić-Vehovec S.

1 Rončević Zubković B.

1 Simek D.

1 2014

1 2011

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COMPETITIVENESS AND MOTIVATION FOR EDUCATION IN SELF-HANDICAPPING

PERCEPTIONS OF CONTEXTUAL ACHIEVEMENT GOALS: CONTRIBUTION TO HIGH SCHOOL STUDENTS’ ACHIEVEMENT GOAL ORIENTATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT