Self-handicapping is a cognitive strategy by which people avoid effort in the hopes of keeping potential failure from hurting self-esteem. It was first theorized by Edward E. Jones and Steven Berglas, according to whom self-handicaps are obstacles created, or claimed, by the individual in anticipation of failing performance.Feick, D.L., & Rhodewalt, F. (1997). The Double-Edged Sword of Self-Handicapping: Discounting, Augmentation, and the Protection and Enhancement of Self-Esteem. Motivation and Emotion, Vol. 21, No. 2.
Self-handicapping can be seen as a method of preserving self-esteem but it can also be used for self-enhancement and to manage the impressions of others.Rhodewalt, F., & Vohs, K. D. (2005). Defensive strategies, motivation, and the self. In A. Elliot & C. Dweck (Eds.). Handbook of competence and motivation(pp. 548-565). New York: Guilford Press. This conservation or augmentation of self-esteem is due to changes in causal attributions or the attributions for success and failure that self-handicapping affords. There are two methods that people use to self-handicap: behavioral and claimed self-handicaps. People withdraw effort or create obstacles to successes so they can maintain public and private self-images of competence.
Self-handicapping is a widespread behavior amongst humans that has been observed in a variety of cultures and geographic areas. For instance, students frequently participate in self-handicapping behavior to avoid feeling bad about themselves if they do not perform well in class. Self-handicapping behavior has also been observed in the business world. The effects of self-handicapping can be both large and small and found in virtually any environment wherein people are expected to perform.
Overview and relevance 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 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 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 on 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 creates a 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.
Individual differences People differ in the extent to which they self-handicapRhodewalt, F. (1990) Self-handicappers: Individual differences in the preference for anticipatory self-protective acts. In R. Higgins, C. R. Snyder, & S. Berglas. Self-handicapping: The paradox that isn't. New York: Plenum Press. and most research on individual differences has used the Self-Handicapping Scale (SHS). The SHS was developed as a means of measuring individuals' tendency to employ excuses or create handicaps as a means to protect one's self-esteem. Research to date shows that SHS has adequate construct validity. For example, individuals who score high on the SHS put in less effort and practice less when concerned about their ability to perform well in a given task. They are also more likely than those rated low self-handicappers (LSH) to mention obstacles or external factors that may hinder their success, prior to performing.
A number of characteristics have been related to self-handicapping (e.g. hypochondriasis) and research suggests that those more prone to self-handicapping may differ motivationally compared to those that do not rely on such defensive strategies. For example, fear of failure, a heightened sensitivity to shame and embarrassment upon failure, motivates self-handicapping behavior. Students who fear failure are more likely to adopt performance goals in the classroom or goals focused on the demonstration of competence or avoidance of demonstrating incompetence; goals that heighten one's sensitivity to failure.
A student, for example, may approach course exams with the goal of not performing poorly as this would suggest a lack of ability. To avoid ability attributions and the shame of failure, the student fails to adequately prepare for an exam. While this may provide temporary relief, it renders one's ability conceptions more uncertain, resulting in further self-handicapping.
Gender differences While research suggests that claimed self-handicaps are used by men and women alike,Arkin, R. M., & Oleson, K. C. (1998). Self-handicapping. In J. M. Darley & J. Cooper (eds.), Attribution and social interaction: The legacy of Edward E. Jones (pp. 313-371). Washington, DC: American Psychological Association. several studies have reported significant differences. While research assessing differences in reported self-handicapping have revealed no gender differences or greater self-handicapping among females, the vast majority of research suggests that males are more inclined to behaviourally self-handicap. These differences are further explained by the different value men and women ascribe to the concept of effort.
Major theoretical approaches The root of research on the act of self-handicapping can be traced back to Adler's studies about self-esteem. In the late 1950s, Goffman and Heider published research concerning the manipulation of outward behavior for the purpose of impression management. It was not until 30 years later that self-handicapping behavior was attributed to internal factors. Until this point, self-handicapping only encompassed the usage of external factors, such as alcohol and drugs. Self-handicapping is usually studied in an experimental setting, but is sometimes studied in an observational environment.
Previous research has established that self-handicapping is motivated by uncertainty about one's ability or, more generally, anticipated threats to self-esteem.Snyder, C. R., & Smith, T. W. (1982). Symptoms as self-handicapping strategies: The virtues of old wine in a new bottle. In G. Weary & H. L. Mirels (Eds.), Integrations of clinical and social psychology (pp. 104-127). New York: Oxford University Press. Self-handicapping can be exacerbated by self-presentational concerns but also occurs in situations where such concerns are at a minimum.
Major empirical findings Experiments on self-handicapping have depicted the reasons why people self-handicap and the effects that it has on those people. Self-handicapping has been observed in both laboratory and real world settings. Studying the psychological and physical effects of self-handicapping has allowed researchers to witness the dramatic effects that it has on attitude and performance.
Jones and Berglas gave people positive feedback following a problem-solving test, regardless of actual performance. Half the participants had been given fairly easy problems, while the others were given difficult problems. Participants were then given the choice between a "performance-enhancing drug" and a drug that would inhibit it. Those participants who received the difficult problems were more likely to choose the impairing drug, and participants who faced easy problems were more likely to choose the enhancing drug. It is argued that the participants presented with hard problems, believing that their success had been due to chance, chose the impairing drug because they were looking for an external attribution (what might be called an "excuse") for expected poor performance in the future, as opposed to an internal attribution.
More recent research finds that, generally, people are willing to use handicaps to protect their self-esteem (e.g., discounting failings) but are more reluctant to employ them for self-enhancement. (e.g., to further credit their success).