Abstract
Abstract Self-handicapping is a self-protective attributional strategy in which a person subconsciously creates impediments to his or her performance. Psychologists' underlying assumption in explaining its use is that this strategy provides a convenient excuse for poor performance and allows for enhanced attributions of competence in success. Contrary to this assumption, internal, stable attributions such as ability may be less available to people who self-handicap so that, regardless of outcome, somewhat greater reliance on external, unstable attributions becomes necessary. Prior to a midterm exam, American students in an introductory psychology course filled out a questionnaire concerning self-handicapping, along with specific questions concerning course-related expectancies and study habits. Immediately after receiving feedback on the exam, students completed questionnaires evaluating their performance, attributions, and affect concerning their performance. As predicted, self-handicappers differed from...
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