Journal article

Publication year: 2013

Pages: 134-143

Journal: Learning and Individual Differences: Journal of Psychology and Education

Volume number: 27

ISSN: 1041-6080

eISSN: 1873-3425

DOI Link: https://doi.org/10.1016/j.lindif.2013.07.009

Publisher: Elsevier

Abstract: 
Given the well-documented negative effects of academic self-handicapping, researchers should be able to (a) draw valid conclusions about the nature and magnitude of these maladaptive effects, and (b) create efficient intervention procedures that help reduce self-handicapping. To accomplish these goals, reliable knowledge about the structure of academic self-handicapping is needed. In this article, I therefore analyzed the domain specificity of academic self-handicapping by assessing the use of handicapping strategies across different school subjects in two samples of German high school students. In Studies 1 and 2, confirmatory factor analyses revealed better fit indices for domain-specific compared to domain-general models. Moreover, the subject-specific handicapping factors were differentially related to students' subject-specific self-concept, interest, and achievement. I conclude that academic self-handicapping should be seen from a domain-specific perspective yielding important implications for educational practitioners. (C) 2013 Elsevier Inc. All rights reserved.

Harvard Citation style: Schwinger, M. (2013) Structure of academic self-handicapping - Global or domain-specific construct?, Learning and Individual Differences: Journal of Psychology and Education, 27, pp. 134-143. https://doi.org/10.1016/j.lindif.2013.07.009

APA Citation style: Schwinger, M. (2013). Structure of academic self-handicapping - Global or domain-specific construct?. Learning and Individual Differences: Journal of Psychology and Education. 27, 134-143. https://doi.org/10.1016/j.lindif.2013.07.009