High Self-handicappers Research Articles

Do Athletes Claim Handicaps in Low Ego-Threatening Conditions? Re-Examining the Effect of Ego-Threat on Claimed Self-Handicapping

One hundred and three athletes participated in a motor task that was ostensibly designed to detect their physical ability (high ego-threatening condition) or provide pretesting data for an upcoming study (low ego-threatening condition) and were then given the opportunity to claim handicaps that could impair their performance on this task. Extending previous findings that high self-handicappers (i.e., athletes who scored high on the self-handicapping scale) and low self-esteem athletes engage in claimed self-handicapping in high ego-threatening conditions, the results reveal that they may also engage in this strategy in low ego-threatening conditions. In the low ego-threatening condition, athletes’ self-esteem and self-handicapping tendency explained together 33% of the handicaps they claimed.

Stressed out over possible failure: The role of regulatory fit on claimed self-handicapping

The self-protective mechanism of self-handicapping appears to be motivated by the need to protect ability attributions in the face of concern about possible failure. Indeed, the present research finds a correlation between trait self-handicapping and chronic prevention focus. Moreover, the present research examines the role of “regulatory fit” on the use of claimed self-handicapping by exposing high and low trait self-handicappers to performance situations framed in prevention or promotion terms. Consistent with our regulatory fit hypothesis, high self-handicappers (HSHs) handicapped significantly more (by reporting higher levels of stress) when the task was framed in prevention focus rather than promotion focus terms, and did so even when the viability of the handicap was dubious. Self-handicapping in the prevention focus condition was mediated by elevated feelings of evaluative concern. The findings suggest that conditions of regulatory fit (i.e., HSHs under prevention focus) can lead to increased use of self-handicapping.

The effects of self-handicapping on attributions and perceived judo competence

The aim of this study was to examine hypotheses derived from Jones and Berglas's (1978) self-handicapping model. It was hypothesized that individuals using many self-handicaps would use more internal attributions and report greater gains in perceived judo ability following success than individuals using few self-handicaps. In addition, it was hypothesized that individuals using many self-handicaps would use more external attributions and report less reduction in perceived judo ability following failure. Fifty-three judo players completed measures of trait self-handicapping, situational self-handicapping and a measure of perceived judo ability before competition. Following competition, the participants completed the Causal Dimension Scale II and the measure of perceived judo ability for a second time. Analyses of variance revealed that high self-handicappers attributed failure to more external factors than low self-handicappers. It was also found that high self-handicappers reported less of a reduction in perceived judo ability following failure than low self-handicappers. The findings therefore provide support for the potential short-term benefits of self-handicapping in sport, although further research is required to examine the long-term implications of using self-handicaps.

The Role of Ability Judgments in Self-Handicapping

This research investigated whether self-handicapping preserves specific conceptions of ability in a particular domain despite poor performance. Reports of preparatory behaviors and stress among introductory psychology students were measured prior to an exam and subsequent performance, attributions for the performance, and measures of global self-esteem and specific self-conceptions were measured after the exam. Results indicated that high self-handicappers reported reduced effort and more stress prior to the exam, performed worse on the exam, and made different attributions following the exam than did low self-handicappers. Although reported self-handicapping was detrimental to performance, male HSH individuals maintained positive conceptions of specific ability in psychology in spite of poorer performance. Moreover, the results of path analyses indicated that it was these changes in specific ability beliefs that mediated changes in global self-esteem. These findings suggest that the primary motivation underlying self-handicapping may be to protect conceptions of ability in a specific domain, which thereby serves to protect global self-esteem.

Self-handicapping status, claimed self-handicaps and reduced practice effort following success and failure feedback.

Self-handicapping involves the strategic establishment of an impediment or obstacle to success prior to a performance situation which thereby provides a convenient excuse for poor performance. The study sought to establish that relative to low trait self-handicappers, high trait self-handicappers exposed to failure in an intellectually evaluative situation will (a) pre-emptively claim more handicaps, and (b) behaviourally self-handicap through reduced practice effort, and (c) report greater anxiety and negative affect relative to low trait self-handicappers. Participants were 72 undergraduate students, divided equally between high and low self-handicapping groups. This study utilised a 2 (self-handicapping status: high, low) x 3 (performance feedback: fail, low task importance; fail, high task importance; success) between-subjects factorial design to investigate claimed and behavioural self-handicapping through reduced practice effort. This was done by manipulating performance outcome and perceived task importance. Relative to low trait self-handicappers, high trait high self-handicappers claimed more handicaps and engaged in greater behavioural self-handicapping following failure when working on tasks that were described as potentially diagnostic of low ability. While low self-handicappers internalised their success more than their failure in the high task importance condition, high self-handicappers were undifferentiated in their attributions across performance conditions. Greater anxiety and greater negative affect were also characteristic of high self-handicappers. The study highlights the self-protective benefit of self-handicapping in sparing the individual from conclusions of low ability, and the failure of high self-handicappers to fully internalise their success. These elements and the role of uncertain estimates of ability are discussed in considering implications for intervention.

Effects of trait and situational self-handicapping on competitive anxiety among athletes

Initial evidence suggests that the employment of self-handicapping strategies has a beneficial effect on negative affective states associated with the perceived threat of evaluative contexts (Harris & Snyder, 1986; Leary, 1986). The present study sought to describe the type of self-handicapping behaviors demonstrated by youth athletes (N=238) as well as to assess the stress-buffering role of athlete self-handicapping on indices of competitive state anxiety. Specifically, it was hypothesized that among high trait-handicapping athletes, those who report a greater degree of performance-debilitating obstacles prior to competition would demonstrate lowered cognitive and somatic state anxiety as well as greater state self-confidence than nonhandicapping athletes. However, MANOVA results indicated that both high trait and situational self-handicappers demonstrate elevated state anxiety immediately prior to competition. Results are discussed in relation to the possible role of state anxiety as a salient self-handicapping strategy within competitive sport.

Consequences of self-handicapping: effects on coping, academic performance, and adjustment.

Self-handicappers erect impediments to performance to protect their self-esteem. The impediments may interfere with the ability to do well and, as such, may result in poor adjustment. Using a longitudinal design, the present studies examined prospective effects of self-handicapping on coping, academic performance, and several adjustment-related variables (e.g., self-esteem). It was found that, compared to low self-handicappers, high self-handicappers reported higher usage of coping strategies implying withdrawal and negative focus. High self-handicappers performed less well academically, an effect that was mediated in part by poor study habits. Finally, high self-handicapping resulted in poorer adjustment over time, and poorer adjustment resulted in higher self-handicapping over time. These relations are consistent with the idea of a vicious cycle in which self-handicapping and poor adjustment reinforce one another.

The Double-Edged Sword of Self-Handicapping: Discounting, Augmentation, and the Protection and Enhancement of Self-Esteem

A field study was conducted to test the hypothesis that discounted and augmented ability self-attributions mediate the interactive effects of claimed self-handicaps and academic success and failure on self-esteem. College students were assessed for individual differences in self-handicapping and self-esteem at the beginning of the term and then completed a checklist of claimed self-handicaps immediately preceding their first in-class exam. At the following class, graded exams were returned to the students, who then completed measures of mood, self-esteem, and performance attributions. High self-handicappers claimed more excuses prior to the test. Among failing students, claimed handicaps were associated with greater discounting of ability attributions and higher self-esteem. Among successful students, claimed handicaps were associated with augmented ability attributions and enhanced self-esteem. However, we failed to find support for sex differences in claimed self-handicapping. The implications of the present research with regard to the functional utility of self-handicapping behavior are discussed.

Self-Handicapping, Expected Evaluation, and Performance: Accentuating the Positive and Attenuating the Negative

Three studies investigated the influence of social- and self-evaluative motives on self-handicapping and performance. In each study, efficacy expectancies were manipulated by varying the difficulty of a preliminary task, and social- and self-evaluation were manipulated orthogonally. In Study 1, participants who self-handicapped performed better than those who did not when a positive or negative evaluation was expected, in some conditions. In Study 2, we used a situationally imposed handicap and found that both social- and self-evaluation participants showed improved performance in the presence of the handicap. In Study 3, when a positive or negative evaluation was expected, high self-handicappers performed better after choosing to self-handicap, for both social- and self-evaluative motives. Little evidence of self-handicapping or effects on subsequent performance was found for low self-handicappers. No evidence was found for self-handicapping among participants who could not be evaluated. Discussion centers around motives to self-handicap and implications for subsequent performance.