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Self-protection profiles of worth and academic goals in university students

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Abstract

This work analyzes the possible existence of self-protection profiles based on a combination of self-handicapping (behavioral and claimed) strategies and defensive pessimism in university students. Similarly, the relationship between these profiles and academic goals (learning, performance-approach, performance-avoidance, and work-avoidance) is also examined. Nine hundred and forty university students participated in the study. Latent profile analysis identified six self-protection profiles of worth: the HS group (high in behavioral and claimed self-handicapping and in defensive pessimism); the LS group (low in behavioral and claimed self-handicapping and in defensive pessimism); the BSH/DP group (high in behavioral self-handicapping and defensive pessimism); the CSH group (high in claimed self-handicapping); the MSH group (moderate use of behavioral and claimed self-handicapping); and the HSH group (high in both types of self-handicapping). In terms of goal orientations, the LS and BSH/DP groups represented the most and least adaptive profiles, respectively. These results show the existence of a broader spectrum of self-worth protection profiles than that suggested by previous research in the university context. In addition, each of these profiles follows different motivational trajectories of achievement. The educational implications of these results are discussed.

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Notes

  1. Elliot (1999) also proposed the existence of mastery-avoidance goals, which are defined by the desire to avoid being unable to master a task, failing to learn or losing skills previously acquired. Owing to the empirical validity of the construct is still scarce; akin to recent achievement goal studies (e.g., Schwinger and Stiensmeier-Pelster 2011), we decided not to incorporate it in our research.

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Authors and Affiliations

  1. Research Group in Educational Psychology (GIPED), Department of Evolutionary and Educational Psychology, Faculty of Educational Studies, University of A Coruña, Elviña Campus, 15071, A Coruña, Spain

    María del Mar Ferradás & Carlos Freire

  2. Faculty of Psychology, University of Oviedo, Feijóo Square, 33003, Oviedo, Asturias, Spain

    José Carlos Núñez

Authors
  1. María del Mar Ferradás
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  2. Carlos Freire
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  3. José Carlos Núñez
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Corresponding author

Correspondence to Carlos Freire.

Additional information

María del Mar Ferradás 1. Research Group in Educational Psychology (GIPED). Department of Evolutionary and Educational Psychology, Faculty of Educational Studies, University of A Coruña, Elviña Campus, 15071, A Coruña, Spain. Phone number: +34 981 167000. E-mail: mar.ferradasc@udc.es

Carlos Freire 1. Research Group in Educational Psychology (GIPED). Department of Evolutionary and Educational Psychology, Faculty of Educational Studies, University of A Coruña, Elviña Campus, 15071, A Coruña, Spain. Phone number: +34 981 167000. E-mail: carlos.freire.rodriguez@udc.es

Current lines of research 1:

Self-worth protection strategies. Academic stress. Psychological Well-Being.

Most relevant publications 1:

Cabanach, R. G., Valle, A., Freire, C., and Ferradás, M. M. (2012). Relaciones entre la autoeficacia percibida y el bienestar psicológico en estudiantes universitarios [The relations between perceived self-efficacy and psychological well-being in university students]. Revista Mexicana de Psicología, 29(1), 40-48.

Ferradás, M. M., Freire, C., Regueiro, B., Núñez, J. C., and Valle, A. (2015). Self-worth protection in academic contexts: Self-handicapping and defensive pessimism. In E. Ortega (Ed.), Academic achievement: Student attitudes, social influences and individual differences (pp. 85-112). New York, NY: Nova Science Publishers.

Ferradás, M. M., Freire, C., Valle, A., Núñez, J. C., Regueiro, B., and Vallejo, G. (2016). The relationship between self-esteem and self-worth protection strategies in university students. Personality and Individual Differences, 88, 236-241. doi: 10.1016/j.paid.2015.09.029

Ferradás, M. M., Freire, C., Valle, A., and Núñez, J. C. (2016). Academic goals and self-handicapping strategies in university students. The Spanish Journal of Psychology, 19. doi:10.1017/sjp.2016.25

José Carlos Núñez 2. Faculty of Psychology, University of Oviedo, Feijóo Square, 33003, Oviedo (Asturias), Spain. Phone number: +34 985 103217. E-mail: jcarlosn@uniovi.es

Current lines of research 2:

Self-regulated learning. Involvement in homework. School coexistence.

Most relevant publications 2:

Alvarez, D., Barreiro, A., Núñez, J. C., & Dobarro, A. (in press). Validity and reliability of the Cyber-Aggression Questionnaire for Adolescents (CYBA). The EuropeanJournal of Psychology Applied to Legal Context.

Cerezo, R., Sánchez-Santillán, M., Paule, M.P., & Núñez, J.C. (in press). Students’ LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers & Education.

Ferradás, M., Freire, C., Valle, A., Núñez, J.C., Regueiro, B., & Vallejo, G. (2016). The relationship between self-esteem and self-worth protection strategies in university students. Personality and Individual Differences, 88, 236-241.

Núñez, J.C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. (2015). Relationships between parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition & Learning, 10, 375.406.

Rosário, P., Núñez, J.C., Vallejo, G., Cunha, J., Azevedo, R., Pereira, R., Nunes, R., & Fuentes, S. (2016). Promoting Gypsy children school engagement: A story-tool project to enhance self-regulated learning. Contemporary Educational Psychology, 44-45, 1-11.

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Ferradás, M.d.M., Freire, C. & Núñez, J.C. Self-protection profiles of worth and academic goals in university students. Eur J Psychol Educ 32, 669–686 (2017). https://doi.org/10.1007/s10212-016-0318-5

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