User:Samarahzeinou/Self-handicapping

Self-Handicapping, Sports & Physical Education
A study published showed that self-esteem had a negative effect on self-handicapping. Kun et al. (2017) found that when it came to mastery goals there was a positive effect resulting from self-esteem. It also suggested that there was a negative effect on performance-avoidance goals when it came to self-esteem. The findings from this study stipulate that by improving an individual’s self-esteem and working towards mastery goals while also lowering the amount of performance-avoidance goals present should prove to be pertinent strategies involved in reducing self-handicapping in physical education.

Self- Handicapping and Music
Flowers, Michelle C. Confronting the Enemy Within: An In-Depth Study on Psychological Self-Handicapping among Collegiate Musicians, dissertation, August 2016; Denton, Texas. ( https://digital.library.unt.edu/ark:/67531/metadc862784/ : accessed July 10, 2022), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu ;.

Self-handicapping is a psychological behavior people engage in to protect their self-image, project a desired image to others, and to augment feelings of success and achievement. Self-handicapping occurs when individuals have a positive but uncertain self-image about their competence in an arena of life fundamental to their self-identity. Musicians have been underrepresented in self-handicapping studies; yet the very competitive nature of their education and craft, the strong identification musicians have as musicians, and the frequent challenges during all phases of development to their abilities would suggest they are extremely vulnerable to developing self-handicaps.

Overview and relevance[edit]
The first method people use to self-handicap is when they make a task harder for themselves in fear of not successfully completing that task, so that if they do in fact fail, they can simply place the blame on the obstacles rather than placing the blame on themselves. This is known to researchers as behavioral handicapping, in which the individual actually creates obstacles to performance. Examples of behavioral handicaps include alcohol consumption, the selection of unattainable goals, and refusal to practice a task or technique (especially in sports and the fine arts). Some of these behaviors include procrastination, self-fulfilling prophecies of negative expectations, learned helplessness, self-handicapping, success avoidance, failures in self-regulation, addictions and risky behaviors.

The second way that people self-handicap is by coming up with justifications for their potential failures, so that if they do not succeed in the task, they can point to their excuses as the reasons for their failures. This is known as claimed self-handicapping, in which the individual merely states that an obstacle to performance exists. Examples of claimed self-handicaps include declarations that one is experiencing physical symptoms. When people engage in these behaviors they are doing so in order to protect their own self-esteem or to reduce or inhibit unpleasant emotions. These patterns of behaviors fall under different categories of Personality Disorders, some of which include dependent, borderline personality disorder, and obsessive personality disorders.

Self-handicapping behavior allows individuals to externalize failures but internalize success, accepting credit for achievements but allowing excuses for failings.Individuals that showed signs of unstable self-esteem were more likely to exhibit self-handicapping behaviors in an attempt to externalize failure and internalize success by action or performance setting choice. An example of self-handicapping is the student who spends the night before an important exam partying rather than studying. The student fears failing his exam and appearing incapable. In partying the night before the exam the student has engaged in self-defeating behavior and increased the likelihood of poor exam performance. However, in the event of failure, the student can offer fatigue and a hangover, rather than lack of ability, as plausible explanations. Furthermore, should the student receive positive feedback about his exam, his achievement is enhanced by the fact that he succeeded, despite the handicap. When faced with the possibility of failure, students exhibit some behaviors resulting in a a reduction in overall effort, not allotting the proper amount of time to work or produce work, or postponing/procrastinating their work.The end goal is to find a way to blame academic failures on anything but their abilities themselves (Torok et. al 2018). These findings from this study combat Festinger’s social comparison theory (Festinger 1954.) This social comparison theory states that it is a fundamental human motive is to obtain information based on their environment and gain feedback about their capabilities as such instead of setting themselves up for failure and refusing to take the blame.

A theory more closely related to the findings of the self-handicapping phenomenon with a similar background and basis is that of Covington's Self Worth Theory. According to Covington's theory, schools today have what is called a “zero sum scoring system”. This meaning that the recompense available in a classroom is limited and that one student wins, this means that other students are always meant to lose (Covington 1992). Individuals self worth is based off of their perceived performance and abilities. Covington and Omelich describe effort as a "double-edged sword". This meaning that students feel a sense of urgency to make efforts in order to avoid being punished by their instructor causing them to experience feelings of negativity and guilt. All the while, students also face the chance of making an effort that involves the possible chance of feelings such as humiliation or shame if or when their effort results in failure. If their effort is proven to be unsuccessful, they believe that they will be seen as an unsuccessful person. According to Covington this means that students have only two choices. The first one being that they refuse to

make an effort and take on the negativity of failure or perceived punishment. The second being that they in fact make an effort which gives creates this sense of vulnerability and opens the door to being judged as being unintelligent or lacking the proper abilities. This is why we see so many students using this self-handicapping mechanism as a last resort effort to protect themselves and their perceived positive self-image.