Underachieving to protect self-worth : theory, research and interventions

목차 (Table of Contents)

• CONTENTS
• Figures = ⅷ
• Acknowledgements = ⅸ
• Part One : Description and Differentiation = 1
• 1 Introduction = 3
• And the winner takes all = 3
• I failed, so I am a failure = 4
• The strategies = 5
• The Price you pay = 7
• Rationale and scope = 8
• Down but not out = 11
• 2 Nature of self-worth protection = 13
• An overview = 13
• A kitbag of excuses = 18
• Short-term benefits = 20
• Preserving self-esteem = 24
• Protection versus enhancement = 26
• Conclusions = 27
• 3 Long-term costs = 29
• Anxiety and avoidance = 30
• Diminished intrinsic motivation and burnout = 32
• Diminished achievement = 36
• Maintenance of low self-concepts of ability = 41
• An attributional slippery slid = 42
• Conclusions = 43
• 4 Alternative explanations of failure = 45
• Self-worth versus learned helplessness accounts = 46
• Gender and age differences among children = 49
• Studies involving adults = 51
• Gender differences in attributions = 53
• Conclusions = 55
• 5 Kindred concepts = 57
• Self-worth protection as self-handicapping behaviour = 58
• Self-worth protection and procrastination = 63
• Low success expectancies and defensive pessimism = 67
• Anxiety and impostor fears = 72
• Common elements = 76
• Conclusions = 77
• Part Two : Mediating Variables and Development = 79
• 6 Aspects of personality = 81
• Defining self-worth protection = 82
• The mediating role of self-esteem = 84
• Uncertain self-images = 88
• Explanations of success and failure = 93
• Achievement anxiety = 95
• Conclusions = 98
• 7 Situational variables = 101
• Level of evaluative threat = 101
• Task difficulty labels = 103
• Prior experience of failure = 106
• Outcome uncertainty = 109
• Integration and conclusions = 110
• 8 Development of self-worth protection = 113
• Noncontingent evaluative feedback = 113
• Key personality variables = 116
• Evidence of noncontingent evaluative feedback = 117
• Maintenance of failure-avoidant behaviours = 121
• Conclusions = 122
• Part Three : Implications and Intervention = 123
• 9 Organising classroom learning = 125
• Reducing evaluative threat = 125
• Managing the adverse effects of failure = 128
• An emphasis on ability as a criterion of self-worth = 136
• Non-competitive learning structures = 137
• Conclusions = 139
• 10 The role of teachers = 141
• Identifying failure-avoidant students = 141
• Using attributional retraining in the classroom = 145
• Enhancing self-esteem = 151
• Conclusions = 154
• 11 Teacher training = 155
• Failure-avoidance and noncontingent feedback = 155
• Unproductive forms of evaluative feedback = 157
• Feedback which engenders attributional uncertainty = 163
• Sources of noncontingent evaluative feedback = 165
• Implications for teacher training = 168
• Concluding comments = 169
• 12 Counselling implications = 171
• Therapeutic approach = 171
• Views about ability = 175
• Views about failure and effort = 181
• The causes of achievement outcomes = 186
• Conclusions = 188
• 13 Additional components = 191
• Modifying achievement anxiety = 191
• Components of intervention = 194
• Education and insight = 195
• Family messages = 197
• Some likely ineffective strategies = 202
• Conclusions = 204
• References = 205
• Index = 237