Academic Self-Handicapping and Achievement Goals: A Further Examination

Ainley, 1993, Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement, Journal of Educational Psychology, 85, 395, 10.1037/0022-0663.85.3.395 Ames, 1984, Competitive, cooperative, and individualistic goal structures: A motivational analysis, 177 Atkinson, 1957, Motivational determinants of risk-taking behavior, Psychological Review, 6, 359, 10.1037/h0043445 Betancourt, 1993, The study of culture, ethnicity, and race in American psychology, American Psychologist, 48, 629, 10.1037/0003-066X.48.6.629 Covington, 1992 Dweck, 1988, A social-cognitive approach to motivation and personality, Psychological Review, 95, 256, 10.1037/0033-295X.95.2.256 Elliot, 1996, Approach and avoidance goals and intrinsic motivation: A mediational analysis, Journal of Personality and Social Psychology, 70, 461, 10.1037/0022-3514.70.3.461 Gheen, M. H, &, Midgley, C. 1999, April, “I'd rather not do it the hard way”: Student and classroom characteristics relating to eighth graders' avoidance of academic challenge. Paper presented at the annual meeting of the American Educational Research Association Meeting. Montreal. Harackiewicz, 1998, Rethinking achievement goals: When are they adaptive for college students and why?, Educational Psychologist, 33, 1, 10.1207/s15326985ep3301_1 Henderson, 1990, Motivation and achievement Higgins, 1990 Maehr, 1989, Thoughts about motivation McClelland, 1993, Statistical difficulties in detecting interactions and moderator effects, Psychological Bulletin, 114, 376, 10.1037/0033-2909.114.2.376 Meece, 1993, A pattern analysis of students' achievement goals, Journal of Educational Psychology, 85, 582, 10.1037/0022-0663.85.4.582 Middleton, 1997, Avoiding the demonstration of lack of ability: An unexplored aspect of goal theory, Journal of Educational Psychology, 89, 710, 10.1037/0022-0663.89.4.710 Midgley, 1993, Motivation and middle level schools, 219 Midgley, 1996, “If I don't do well tomorrow, there's a reason”: Predictors of adolescents' use of self-handicapping strategies, Journal of Educational Psychology, 88, 423, 10.1037/0022-0663.88.3.423 Midgley, 1998, Development and validation of scales assessing students' achievement goal orientation, Contemporary Educational Psychology, 23, 113, 10.1006/ceps.1998.0965 Midgley, 1997 Midgley, 1995, Predictors of middle school students' use of self-handicapping strategies, Journal of Early Adolescence, 15, 389, 10.1177/0272431695015004001 Nicholls, 1989 Pintrich, P. R. 1999, April, Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Paper presented at the annual meeting of the Society for Research in Child Development, Albuquerque, NM. Pintrich, 1991, Student goal orientations and self-regulation in the college classroom, 371 Ryan, 1998, Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure, Journal of Educational Psychology, 90, 528, 10.1037/0022-0663.90.3.528 Skaalvik, 1997, Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety, Journal of Educational Psychology, 89, 71, 10.1037/0022-0663.89.1.71 Steinberg, 1992, Ethnic differences in adolescent achievement: An ecological perspective, American Psychologist, 47, 723, 10.1037/0003-066X.47.6.723 Urdan, T. C. 1994, Extending goal theory: Examining social goals and multiple goal profiles. Unpublished doctoral dissertation. Urdan, 1997, Achievement goal theory: Past results, future directions, 99 Urdan, 1998, The role of classroom goal structure in students' use of self-handicapping strategies, American Educational Research Journal, 35, 101, 10.3102/00028312035001101 Wolters, 1996, The relation between goal orientation and students' motivational beliefs and self-regulated learning, Learning and Individual Differences, 8, 211, 10.1016/S1041-6080(96)90015-1