Underachieving to protect self-worth : theory, research and interventions /
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| Author / Creator: | Thompson, Ted. |
|---|---|
| Imprint: | Aldershot : Ashgate, c1999. |
| Description: | ix, 240 p. ; 23 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/4006377 |
Table of Contents:
- Figures
- Acknowledgements
- Part 1. Description and Differentiation
- 1. Introduction
- And the winner takes all
- I failed, so I am a failure
- The strategies
- The price you pay
- Rationale and scope
- Down but not out
- 2. Nature of self-worth protection
- An overview
- A kitbag of excuses
- Short-term benefits
- Preserving self-esteem
- Protection versus enhancement
- Conclusions
- 3. Long-term costs
- Anxiety and avoidance
- Diminished intrinsic motivation and burnout
- Diminished achievement
- Maintenance of low self-concepts of ability
- An attributional slippery slide
- Conclusions
- 4. Alternative explanations of failure
- Self-worth versus learned helplessness accounts
- Gender and age differences among children
- Studies involving adults
- Gender differences in attributions
- Conclusions
- 5. Kindred concepts
- Self-worth protection as self-handicapping behaviour
- Self-worth protection and procrastination
- Low success expectancies and defensive pessimism
- Anxiety and impostor fears
- Common elements
- Conclusions
- Part 2. Mediating Variables and Development
- 6. Aspects of personality
- Defining self-worth protection
- The mediating role of self-esteem
- Uncertain self-images
- Explanations of success and failure
- Achievement anxiety
- Conclusions
- 7. Situational variables
- Level of evaluative threat
- Task difficulty labels
- Prior experience of failure
- Outcome uncertainty
- Integration and conclusions
- 8. Development of self-worth protection
- Noncontingent evaluative feedback
- Key personality variables
- Evidence of noncontingent evaluative feedback
- Maintenance of failure-avoidant behaviours
- Conclusions
- Part 3. Implications and Intervention
- 9. Organising classroom learning
- Reducing evaluative threat
- Managing the adverse effects of failure
- An emphasis on ability as a criterion of self-worth
- Non-competitive learning structures
- Conclusions
- 10. The role of teachers
- Identifying failure-avoidant students
- Using attributional retraining in the classroom
- Enhancing self-esteem
- Conclusions
- 11. Teacher training
- Failure-avoidance and noncontingent feedback
- Unproductive forms of evaluative feedback
- Feedback which engenders attributional uncertainty
- Sources of noncontingent evaluative feedback
- Implications for teacher training
- Concluding comments
- 12. Counselling implications
- Therapeutic approach
- Views about ability
- Views about failure and effort
- The causes of achievement outcomes
- Conclusions
- 13. Additional components
- Modifying achievement anxiety
- Components of intervention
- Education and insight
- Family messages
- Some likely ineffective strategies
- Conclusions
- References
- Index