Abstract
The present study is centrally concerned with self-handicapping and defensive pessimism (comprising defensive expectations and reflectivity), the factors that predict these strategies, and the associations between these strategies and a variety of academic outcomes. Major findings are that task orientation negatively predicts both self-handicapping and defensive expectations and positively predicts reflectivity; uncertain personal control positively predicts defensive expectations, and to a lesser extent, self-handicapping; and an external attributional orientation is positively associated with self-handicapping, and to a lesser extent, defensive expectations. Both self-handicapping and defensive expectations are negatively associated with self-regulation and persistence, whereas reflectivity is positively associated with these outcomes. Students high in self-handicapping received lower end-of-year grades than did students low in self-handicapping and were less likely to be in attendance 1 year later.
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