- BPA - Applied Psychology Bulletin I Giunti Psychometrics
ADIL, A., AMEER, S. & GHAYAS, S. (2019). Mediating role offlow and study engagement between academic psychologicalcapital and perceived academic stress among universitystudents. Pakistan Journal of Social and Clinical Psychology,17 (2), 12-18.
ADIL, A., AMEER, S. & GHAYAS, S. (2020). Impact of academicpsychological capital on academic achievement among universityundergraduates: Roles of flow and self-handicapping behavior.PsyCh Journal, 9, 56-66.
AKAR, H., DOGAN, Y.B. & ÜSTÜNER, M. (2018). The relationshipsbetween positive and negative perfectionisms, self-handicapping,self-efficacy and academic achievement. European Journal ofContemporary Education, 7 (1), 7-20.
BAKKER, A.B. & DEMEROUTI, E. (2008). Towards a model of workengagement. Career Development International, 13 (3), 209-223.
BANDURA, A. (1997). Self-efficacy: The exercise of control. NewYork, NY: Freeman
BARUTÇU YILDIRIM, F. & DEMIR, A. (2020). Self-handicappingamong university students: The role of procrastination, testanxiety, self-esteem, and self-compassion. Psychological Reports,123 (3), 825-843.
BECK, B.L., KOONS, S.R. & MILGRIM, D.L. (2000). Correlatesand consequences of behavioral procrastination: The effects ofacademic procrastination, self-consciousness, self-esteem, andself-handicapping. Journal of Social Behavior and Personality, 15(5), 3-12.
CHANG, E.C., BODEM, M.R., SANNA, L.J. & FABIAN, C.G. (2011).Optimism-pessimismandadjustmentincollegestudents:Istheresupport for the utility of a domain-specific approach to studyingoutcome expectancies? The Journal of Positive Psychology, 6 (5),418-428.
CLARKE, I.E. & MacCANN, C. (2016). Internal and external aspectsof self-handicapping reflect the distinction between motivationsand behaviors: Evidence from the self-handicapping scale.Personality and Individual Differences, 100, 6-11.
COVINGTON, M.V. (1992). Making the grade: A self-worthperspective on motivation and school reform. New York, NY:Cambridge University Press.
CUADRA, H. & FLORENZANO, R. (2003). El bienestar subjetivo:Hacia una psicología positiva. Revista de Psicología, 12 (1), 83-96.
DECI, E.L. & RYAN, R.M. (2012). Self-determination theory. InP.A.M. Van Lange, A.W. Kruglanski & E.T. Higgins (Eds.),Handbook of theories of social psychology. Sage PublicationsLtd.
ELLIOT, A.J. & CHURCH, M.A. (2003). A motivational analysisof defensive pessimism and self-handicapping. Journal ofPersonality, 71 (3), 369-396.
GADBOIS, S.A. & STURGEON, R.D. (2011). Academic self-handicapping: Relationships with learning specific and generalself-perceptions and academic performance over time. BritishJournal of Educational Psychology, 81 (2), 207-222.
HENDRIX, K.S. & HIRT, E.R. (2009). Stressed out over possiblefailure: The role of regulatory fit on claimed self-handicapping.Journal of Experimental Social Psychology, 45 (1), 51-59.
LUTHANS, F. (2002). The need for and meaning of positiveorganizational behavior. Journal of Organizational Behavior, 23,695-706.
LUTHANS, F., AVEY, J.B., AVOLIO, B.J., NORMAN, S.M. & COMBS,G.M. (2006). Psychological capital development: Toward amicro-intervention. Journal of Organizational Behavior, 27 (3),387-393.
LUTHANS, F., AVOLIO, B.J., AVEY, J.B. & NORMAN, S.M. (2007).Positive psychological capital: Measurement and relationshipwith performance and satisfaction. Personnel Psychology, 60 (3),541-572.
LUTHANS, B.C., LUTHANS, K.W. & JENSEN, S.M. (2012). Theimpact of business school students’ psychological capital onacademic performance. Journal of Education for Business, 87 (5),253-259.
LUTHANS, F., YOUSSEF, C.M. & AVOLIO, B.J. (2007). Psychologicalcapital: Developing the human competitive edge. Oxford, UK:Oxford University Press.
MAATTA, S., STATTIN, H. & NURMI, J.E. (2002). Achievementstrategies at school: Types and correlates. Journal of Adolescence,25 (1), 31-46.
MALONE, L.D. (2010). Individual differences and stress reactions aspredictors of performance in pilot trainees. Unpublished doctoraldissertation, Kansas State University.
MARSH, H.W., HAU, K., ARTELT, C., BAUMERT, J. & PESCHAR,J.L. (2006). OECD’s brief self-report measure of educationalpsychology’s most useful affective constructs: Cross-cultural,psychometric comparisons across 25 countries. InternationalJournal of Testing, 6 (4), 311-360.
MARTIN, A.J., MARSH, H.W. & DEBUS, R.L. (2001). Self-handicapping and defensive pessimism: Exploring a model ofpredictors and outcomes from a self-protection perspective.Journal of Educational Psychology, 93 (1), 87-96.
MARTIN, A. & MARSH, H. (2006). Academic resilience and itspsychological and educational correlates: A construct validityapproach. Psychology in the Schools, 43 (3), 267-281.
MASTEN, A.S. & REED, M.G. (2002). Resilience in development. InC.R. Snyder & S. Lopez (Eds.), Handbook of positive psychology.Oxford, UK: Oxford University Press.
McCREA, S.M. & HIRT, E.R. (2001). The role of ability judgmentsin self-handicapping. Personality and Social Psychology Bulletin,27, 1378-1389.
MIDGLEY, C. & URDAN, T. (2001). Academic self-handicappingand achievement goals: A further examination. ContemporaryEducational Psychology, 26 (1), 61-75.
NÚÑEZ, J.C., FREIRE, C., DEL MAR FERRADÁS, M., VALLE, A.& XU, J. (2021). Perceived parental involvement and studentengagement with homework in secondary school: The mediatingrole of self-handicapping. Current Psychology, 1-12.
PAJARES, F. (2001). Toward a positive psychology of academicmotivation. The Journal of Educational Research, 95 (1), 27-35.
RHODEWALT, F. (1994). Conceptions of ability, achievement goals,and individual differences in self-handicapping behavior: Onthe application of implicit theories. Journal of Personality, 62 (1),67-85.
RHODEWALT, F. & HILL, S.K. (1995). Self-handicapping in theclassroom: The effects of claimed self-handicaps on responsesto academic failure. Basic and Applied Social Psychology, 16 (4),397-416.
RHODEWALT, F. & VOHS, K.D. (2005). Defensive strategies,motivation, and the self: A self-regulatory process view. InA.J. Elliot & C.S. Dweck (Eds.), Handbook of competence andmotivation. New York, NY: The Guilford Press.
SCHWINGER, M. & STIENSMEIER-PELSTER, J. (2012). Effects ofmotivational regulation on effort and achievement: A mediationmodel. International Journal of Educational Research, 56, 35-47.
SCHWINGER,M.,WIRTHWEIN,L.,LEMMER,G.&STEINMAYR,R. (2014). Academic self-handicapping and achievement:A meta-analysis. Journal of Educational Psychology, 106 (3),744-761.
SELIGMAN, M.E. (2006). Learned optimism: How to change yourmind and your life. Vintage.
SHOREY, H.S. & SNYDER, C.R. (2004). Development and validationof the Domain Hope Scale-Revised. Unpublished manuscript,University of Kansas, Lawrence, Kansas.
SIU, O.L., BAKKER, A.B. & JIANG, X. (2014). Psychological capitalamong university students: Relationships with study engagementand intrinsic motivation. Journal of Happiness Studies, 15 (4),979-994.
SMITH, J.L., HARDY, T. & ARKIN, R. (2009). When practice doesn’tmake perfect: Effort expenditure as an active behavioral self-handicapping strategy. Journal of Research in Personality, 43 (1),95-98.
SNYDER, C.R. (2005). Teaching: The lessons of hope. Journal ofSocial and Clinical Psychology, 24 (1), 72-84.
SOLTANI, Z., JAMALI, N., KHOJASTEHNIAM, A. & DARGAHI,S. (2016). Role of self-efficacy and psychological resiliency inacademic procrastination of students. Education Strategies inMedical, 9 (4), 277-284.
STAJKOVIC, A.D. (2006). Development of a core confidence-higherorder construct. Journal of Applied Psychology, 91 (6), 1208-1224.
SWEETMAN, D. & LUTHANS, F. (2010). The power of positivepsychology: Psychological capital and work engagement. In A.B.Bakker & M.P. Leiter (Eds.), Work engagement: A handbook ofessential theory and research. New York, NY: Psychology Press.
TÖRÖK, L., SZABÓ, Z.P. & TÓTH, L. (2018). A critical reviewof the literature on academic self-handicapping: Theory,manifestations, prevention and measurement. Social Psychologyof Education, 21, 1175-1202.
VANNO, V., KAEMKATE, W. & WONGWANICH, S. (2014).Relationships between academic performance, perceived grouppsychological capital, and positive psychological capital of Thaiundergraduate students. Procedia-Social and Behavioral Sciences,116, 3226-3230.
YOUSSEF, C.M. & LUTHANS, F. (2011). Positive psychologicalcapital in the workplace: Where we are and where we need to go.In K.M. Sheldon, T.B. Kashdan & M.F. Steger (Eds.), DesigningPositive Psychology. New York,NY: Oxford University Press.
ZUCKERMAN, M., KIEFFER, S.C. & KNEE, C.R. (1998).Consequences of self-handicapping: Effects on coping, academicperformance, and adjustment. Journal of Personality and SocialPsychology, 74, 1619-1628.
ZUCKERMAN, M. & TSAI, F.F. (2005). Costs of self-handicapping.Journal of Personality, 73 (2), 411-442.
First published November 21, 2024
1103
181
Giunti Psychometrics
Giunti Psychometrics is the historic publisher of psychometric tests, psychology books, CME training courses and psychodiagnostic tools.
Scientific Director: Alessandro Zennaro
Copyright © 2021 by Giunti Psychometrics