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Self-Handicapping: The Paradox That Isn’t
0 references·16 citing·54 second hopsampled
Self-Handicapping: The Paradox That Isn’t (1990)Self-Handicapping: The Paradox That Isn’tDriven by fear: The effect of success and failure information on passionate individuals' performance. 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  • 1992Threat, cohesion, and group effectiveness: Testing a social identity maintenance perspective on groupthink.197 cited
  • 2005Imposter phenomenon and self-handicapping: Links with parenting styles and self-confidence174 cited
  • 2002“AM I FOR REAL?” PREDICTING IMPOSTOR TENDENCIES FROM SELF-HANDICAPPING AND AFFECTIVE COMPONENTS172 cited
  • 2003The COPE revised: Proposing a 5-factor model of coping strategies169 cited
  • 2012Driven by fear: The effect of success and failure information on passionate individuals' performance.153 cited
  • 1991Self-handicapping: The role of discounting and augmentation in the preservation of self-esteem.144 cited
  • 2005Impostor fears: Links with self-presentational concerns and self-handicapping behaviours142 cited
  • 2000Adolescents' Achievement Strategies, School Adjustment, and Externalizing and Internalizing Problem Behaviors139 cited
  • 2009Achievement strategies during university studies predict early career burnout and engagement135 cited
  • 1993The Social Motivations of People with Low Self-Esteem135 cited
  • 1992Self-efficacy theory: Implications for social facilitation and social loafing.134 cited
  • 1998A Nondefensive Personality: Autonomy and Control as Moderators of Defensive Coping and Self-Handicapping128 cited
  • 2001Self-handicapping strategies in physical education classes: the influence of implicit theories of the nature of ability and achievement goal orientations

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120 cited
  • 1994Effects of Ability, High School Achievement, and Procrastinatory Behavior on College Performance120 cited
  • 2004Changes in Athletic Identity Following Team Selection: Self-Protection versus Self-Enhancement117 cited
  • 2002MOTIVATION AND PERFORMANCE IN CONTEXT: THE INFLUENCE OF GOAL ORIENTATIONS AND INSTRUCTIONAL SETTING ON SITUATIONAL APPRAISALS AND TASK PERFORMANCE116 cited