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Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective.
16 references·16 citing·40 second hopsampled
Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. (2001)Self-handicapping and defensive pessimism…Rethinking achievement goals: When are they adaptive for college students and why? (1998)Rethinking achievement goals:…Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. (1997)Avoiding the demonstration of…Self-concept clarity: Measurement, personality correlates, and cultural boundaries. (1996)Self-concept clarity: Measure…A guide to constructs of control. (1996)A guide to constructs of cont…Self-regulation of learning and performance: Issues and educational applications. (1994)Self-regulation of learning a…Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test. (1994)Distinguishing optimism from …Making the grade: a self-worth perspective on motivation and school reform (1993)Making the grade: a self-wort…Lisrel 8: Structural Equation Modeling With the Simplis Command Language (1993)Lisrel 8: Structural Equation…Making the Grade (1992)Making the GradeDimensions of achievement motivation in schoolwork and sport. (1992)Dimensions of achievement mot…Structural Equations with Latent Variables. (1991)Structural Equations with Lat…Competence considered (1990)Competence consideredThe competitive ethos and democratic education (1989)The competitive ethos and dem…Structural Equations with Latent Variables (1989)Structural Equations with Lat…Self‐Presentational Motivations and Personality Differences in Self‐Esteem (1989)Self‐Presentational Motivatio…Defensive pessimism: Harnessing anxiety as motivation. (1986)Defensive pessimism: Harnessi…Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. (2016)Breaking the double-edged swo…Academic self-handicapping and achievement: A meta-analysis. (2014)Academic self-handicapping an…Not all roads lead to Rome — Comparing different types of motivational regulation profiles (2011)Not all roads lead to Rome — …Is the relationship between competence beliefs and test anxiety influenced by goal orientation? (2009)Is the relationship between c…Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement (2008)Coping and buoyancy in the wo…The Relationship Between Teachers' Perceptions of Student Motivation and Engagement and Teachers' Enjoyment of and Confidence in Teaching (2006)The Relationship Between Teac…Personal bests (PBs): A proposed multidimensional model and empirical analysis (2006)Personal bests (PBs): A propo…Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation (2006)Multidimensional and Hierarch…Academic self‐handicapping: The role of self‐concept clarity and students' learning strategies (2006)Academic self‐handicapping: T…The Role of Positive Psychology in Enhancing Satisfaction, Motivation, and Productivity in the Workplace (2005)The Role of Positive Psycholo…Costs of Self‐Handicapping (2005)Costs of Self‐HandicappingSchool motivation of boys and girls: Differences of degree, differences of kind, or both? (2004)School motivation of boys and…The Student Motivation Scale: Further Testing of an Instrument that Measures School Students' Motivation (2003)The Student Motivation Scale:…Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. (2003)Self-handicapping, defensive …Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective (2003)Self-handicapping and defensi…The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation (2001)The Student Motivation Scale:…Generalized expectancies for internal versus external control of reinforcement. (1966)Self-efficacy: Toward a unifying theory of behavioral change. 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(1980)Development and Validation of a Work Domain Goal Orientation Instrument (1997)On the measurement of achievement goals: Critique, illustration, and application. (2008)A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? (2010)The Principles of Psychology (1891)Society and the Adolescent Self-Image (1965)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Is there a universal need for positive self-regard? (1999)Social Influence: Compliance and Conformity (2004)Personality and the Prediction of Consequential Outcomes (2005)Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. (1996)A hierarchical model of approach and avoidance achievement motivation. (1997)Approach and avoidance motivation and achievement goals (1999)Self-Efficacy Beliefs in Academic Settings (1996)The Role of Goal Orientation in Self-Regulated Learning (2000)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Power analysis and determination of sample size for covariance structure modeling. (1996)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures (2003)Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2003)lavaan : An R Package for Structural Equation Modeling (2012)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)The will and the ways: Development and validation of an individual-differences measure of hope. (1991)The brief resilience scale: Assessing the ability to bounce back (2008)New Well-being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings (2009)Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)PLS-SEM: Indeed a Silver Bullet (2011)
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References

  • 1989Structural Equations with Latent Variables17,500 cited
  • 1991Structural Equations with Latent Variables.17,443 cited
  • 1993Lisrel 8: Structural Equation Modeling With the Simplis Command Language7,691 cited
  • 1994Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test.7,454 cited
  • 1989The competitive ethos and democratic education2,795 cited
  • 1996Self-concept clarity: Measurement, personality correlates, and cultural boundaries.2,082 cited
  • 1996A guide to constructs of control.1,804 cited
  • 1992Dimensions of achievement motivation in schoolwork and sport.1,534 cited
  • 1994Self-regulation of learning and performance: Issues and educational applications.1,492 cited
  • 1997Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.1,177 cited
  • 1993Making the grade: a self-worth perspective on motivation and school reform1,069 cited
  • 1989Self‐Presentational Motivations and Personality Differences in Self‐Esteem874 cited
  • 1992Making the Grade783 cited
  • 1998Rethinking achievement goals: When are they adaptive for college students and why?772 cited
  • 1986Defensive pessimism: Harnessing anxiety as motivation.

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725 cited
  • 1990Competence considered707 cited
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    • 2001The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation199 cited
    • 2004School motivation of boys and girls: Differences of degree, differences of kind, or both?196 cited
    • 2003The Student Motivation Scale: Further Testing of an Instrument that Measures School Students' Motivation189 cited
    • 2003Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.187 cited
    • 2003Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective179 cited
    • 2008Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement179 cited
    • 2014Academic self-handicapping and achievement: A meta-analysis.178 cited
    • 2006Academic self‐handicapping: The role of self‐concept clarity and students' learning strategies169 cited
    • 2006Personal bests (PBs): A proposed multidimensional model and empirical analysis168 cited
    • 2006Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation158 cited
    • 2006The Relationship Between Teachers' Perceptions of Student Motivation and Engagement and Teachers' Enjoyment of and Confidence in Teaching148 cited
    • 2005Costs of Self‐Handicapping145 cited
    • 2005The Role of Positive Psychology in Enhancing Satisfaction, Motivation, and Productivity in the Workplace142 cited
    • 2016Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.126 cited
    • 2011Not all roads lead to Rome — Comparing different types of motivational regulation profiles108 cited
    • 2009Is the relationship between competence beliefs and test anxiety influenced by goal orientation?106 cited