Alcohol consumption as a self-handicapping strategy.

Two experiments with 128 male undergraduates evaluated the self-handicapping hypothesis that alcohol consumption varies directly with individuals' uncertainty of their ability to perform successfully. In a 2–3 factorial design, Exp I manipulated difficulty of an initial intellectual test (insolvable or solvable), feedback regarding test performance (success or none), and instructions regarding the difficulty of a retest (identical to or harder than the initial test). Ss then received access to an alcoholic beverage (self-handicapping option) and to study materials (performance-enhancing option). The experiment terminated before the retest. Results indicate that when a performance-enhancing option is available, Ss generally do not use alcohol to self-handicap. Exp II omitted the study option and manipulated the test difficulty and retest instruction variables. All Ss received success feedback. Results show that Ss use alcohol to self-handicap when denied access to a performance-enhancing option. With important qualifications, these data support the self-handicapping hypothesis of human drinking behavior. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-consciousness, self-esteem, and success–failure as determinants of alcohol consumption in male social drinkers.

Tested the proposition that alcohol is consumed as a function of the quality of past performances and of the individual's level of private self-consciousness. 120 adult male Ss were randomly given success or failure feedback on an intellectual task. They then participated in a separate "wine-tasting" experiment in which they were allowed to regulate alcohol consumption. As predicted, high self-conscious Ss who had received failure feedback drank significantly more than did high self-conscious Ss who received success feedback. Consumption by low self-conscious Ss fell between these extremes and did not vary as a function of success and failure. Ss' scores on the Multiple Affect Adjective Check List indicated that these results were mediated by differential sensitivity to the positive or negative implications of success/failure by high and low self-conscious Ss. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learned helplessness and learned resourcefulness: Effects of noncontingent success and failure on individuals differing in self-control skills.

In Exp I, 72 undergraduates were assessed using the Self-Control Schedule and received noncontingent success-, failure-, or no-feedback on a task that ostensibly assessed therapeutic abilities. Ss were subsequently tested on insolvable puzzles. In Exp II, 72 undergraduates followed the same procedure as in Exp I but were subsequently tested on solvable anagrams. Results show that the performance of Ss with low resourcefulness (LR) in self-control skills on the insolvable puzzles was debilitated by the helplessness induction, while Ss with high resourcefulness (HR) and LR Ss showed equal helplessness-induced deficits on the anagrams. As predicted from the self-control model, HR Ss more frequently checked statements indicating positive self-evaluations and task-oriented thoughts and less frequently checked negative self-evaluations than did LR Ss during exposure to uncontrollability in both experiments. It is concluded that the self-control model best accounts for Ss' self-reactions during exposure to uncontrollability or failure, while the learned helplessness model accounts for the generalization of helplessness from uncontrollable situations to controllable ones. The list of self-referent statements used in the experiments is appended. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of anxiety arousal on the consumption of alcohol by alcoholics and social drinkers.

Tested the hypothesis that the arousal of anxiety would lead to an increase in the alcoholic's consumption of alcohol. 20 male nonabstinent alcoholics and 20 male social drinkers were engaged in an alcohol taste rating task. High and low levels of state anxiety were induced by threatening Ss with either a painful or a nonpainful electric shock. Levels of trait anxiety were also assessed using the Neuroticism scale of the Eysenck Personality Inventory. Alcoholics consumed significantly more alcohol than social drinkers in the tasting task, but the amounts consumed by both groups were unrelated either to the anxiety manipulation factor or trait anxiety scores. Results are discussed in terms of their implications for anxiety-reduction models of alcoholism. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adler's psychology (of use) today: Personal history of traumatic life events as a self-handicapping strategy.

Investigated the hypothesis that the reporting of a history of traumatic life events may serve as a strategy to control attributions about performance in an evaluative setting (i.e., self-handicapping). 140 female undergraduates completed the state form of the State-Trait Anxiety Inventory and were randomly assigned to 1 of 4 experimental conditions (i.e., 2 evaluation threats by 2 traumatic history instructions). In groups of 7, Ss received specific (the project concerned development of local norms for measures of social intelligence) or innocuous information. After completion of an initial questionnaire, Ss either were told that traumatic history has no effect on task performance or received no instructions about filling out measures of the traumatic value of past life experiences and 2 manipulation checks. Results, as predicted, show that Ss emphasized the adversity of events and experiences in their background when an uncertain evaluation was expected and when a traumatic background would serve as a suitable excuse for potential failure. Results generally support the hypothesized self-protective reporting of traumatic life events. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of attributions for success on the alleviation of learned helplessness and depression.

Investigated the effects of attributions for success on the alleviation of mood and performance deficits of 104 19–60 yr old clinically depressed inpatients. Ss were assigned to either an acutely depressed group or an improved depressed group that was exposed to a learned helplessness induction procedure. Ss received 80% positive feedback on a task allegedly measuring social intelligence. Concurrently, Ss were exposed to experimental manipulations designed to induce attributions of this experience to 1 of 4 types of causes (internal–general, internal–specific, external–general, external–specific). Following this task, Ss' mood, expectancies, and anagram performance were assessed. Results indicate that helpless and depressed Ss who received the internal attribution manipulations reported less depressed mood than Ss in the external attribution conditions. Similarly, Ss in the general attribution conditions performed better and reported higher expectancies for success on the anagrams than Ss in the specific attribution conditions. Results are supportive of an attribution theory model of learned helplessness and depression. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory self-efficacy and performance differences in young and old adults: The effect of mnemonic training.

We evaluated the hypothesis that mnemonic training would result in higher memory self-efficacy and better memory performance in young and old adults. Forty-eight young adults (17- to 19-year-olds) and 45 old adults (60- to 78-year-olds) received either training in the method of loci or no training and were given either performance feedback or no feedback on a serial-word recall task. Ss were tested at pre- and posttraining and were asked to rate their self-efficacy strength (SEST) and self-efficacy level (SEL) at each test session. Young adults recalled more than old adults and had higher self-efficacy scores. Training with feedback improved recall performance in both age groups but failed to increase SEST or SEL. When SEL scores were used to derive a measure of prediction inaccuracy, no age differences were observed. We conclude that efficacy expectations and attributions for memory performance may influence mnemonic training outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of self-esteem and performance feedback on future affective preferences and cognitive expectations.

Tested the hypothesis that individuals, regardless of their chronic levels of self-esteem, affectively prefer success to failure but cognitively continue to expect success or failure in a manner consistent with their chronic levels of self-esteem. 64 high, moderate, and low self-esteem females (Texas Social Behavior Inventory) were given either success, failure, or no feedback regarding their performance on an "analogies test." Ss' preference for performance, perceived ability for performance, and predictions for actual performance on a future task were assessed. As predicted, Ss preferred future success to future failure regardless of chronic level of self-esteem. Ss with high or low chronic levels of self-esteem perceived ability for future performance and expected actual future performance in a manner consistent with their chronic levels of self-esteem rather than consistent with feedback on current performance. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Change mechanisms in placebo procedures: Effects of suggestion, social demand, and contingent success on improvement in treatment.

Investigated the treatment effects of 3 social influence variables frequently implicated in psychotherapy placebos. Socially anxious male Ss participated in an experimental treatment for reducing dating anxiety. Ss were either given or not given specific suggestions for decreasing social anxiety, placed in conditions of high or low social demand, and received feedback indicating either high or moderate success on the therapy task. Results support the importace of social influence variables in therapeutic change. Contingent success had its greatest impact on personal attributes; suggestion affected skill behaviors; and social demand effects were found in the self-evaluation of heterosocial performance. Various social influences appear to mediate change differently and do not exert the generic effects commonly assumed to be characteristic of therapy placebos. Implications for outcome research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An impression management interpretation of the self-handicapping strategy.

Explored the impression-management underpinnings of the self-handicapping strategy of S. Berglas and E. E. Jones (see record 1979-05889-001). 64 male undergraduates were given success feedback after completing soluble or insoluble analogies. While anticipating a 2nd test, Ss were allowed to choose between drugs that would enhance or encumber their performance. Ss who had worked on insoluble problems chose the debilitating drug, but only when the experimenter (E) witnessed the choice. They were most likely to choose the debilitating drug when the E was present and when they believed that the E would have access to their score on the anticipated 2nd test. The data are cautiously interpreted as consistent with an impression management view of self-handicapping. The authors suggest that although it appears that self-handicapping is an impression management strategy at least under some circumstances, the exact nature of the strategy needs further specification. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of extrinsic incentives on use of test anxiety as an anticipatory attributional defense: Playing it cool when the stakes are high.

Assessed the effect of extrinsic incentives on the use of test anxiety as a self-handicapping strategy. It was hypothesized that although reports of anxiety may be greater when such symptoms can serve a defensive function, this effect occurs only when extrinsic incentives are low and not under conditions of high extrinsic incentive. 84 male undergraduates anticipated taking a test of intellectual abilities and either were led to believe that test anxiety has no effect on test performance or were given no particular information about the relation between test anxiety and performance. Ss were offered either $5 or $25 for obtaining the highest score on the test. Consistent with predictions, no-information Ss reported greater test anxiety before the test than did those who believed that test anxiety was unrelated to performance, but only when the extrinsic incentive for performance was low. However, these Ss did not report greater cognitive interference or exhibit lower test scores than did Ss in other conditions. It is suggested that the defensive strategy used by these Ss consisted of altering perceptions of anxiety, rather than anxiety itself. Implications of the absence of self-handicapping under high incentive conditions are discussed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The self-serving function of hypochondriacal complaints: Physical symptoms as self-handicapping strategies.

Tested the hypothesis that hypochondriacal individuals commonly use reports of physical illness and symptoms as a strategy to control attributions made about their performances in evaluative settings (i.e., self-handicapping strategies). It was predicted that hypochondriacal Ss would report more recent physical illness and complaints and more current physical symptoms in an evaluative setting in which poor health could serve as an alternative explanation for poor performance than would either Ss in an evaluative setting in which poor health was precluded as an excuse or Ss in a nonevaluative setting. 109 undergraduates selected on the basis of their high or low score on the Hypochondriasis scale of the MMPI were administered a short form of the State-Trait Anxiety Inventory and then received either the evaluative or nonevaluative instructions as a rationale for the experiment. It was found that as predicted, results support the self-protective pattern of complaints in hypochondriacal Ss but not in nonhypochondriacal Ss. The self-protective role of hypochondriacal behavior is discussed in relation to theory and research on the nature and treatment of hypochondriasis. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex role identity and sex-stereotyped tasks in the development of learned helplessness in women.

80 undergraduate females participated in a study investigating the relation of sex-role identity and sex-stereotyped tasks to the development of learned helplessness in women. Half of the Ss from 4 sex-role identity groups received bogus feedback and were forced to fail on a concept formation task described to them as either a male- or female-stereotyped task; the other 40 Ss succeeded on the task. Failure on the concept formation task produced by dysphoric mood (as measured by the Depression Adjective Check Lists) in the Ss, regardless of their sex-role identity and regardless of how the concept formation task was described. However, cognitive/motivational symptoms of helplessness were found only among low-masculine Ss who failed on a male-stereotyped task. Results are compared with previous findings and suggest that feminine-sex-typed women may be particularly susceptible to some helplessness symptoms in contexts defined as male appropriate. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mastery motivation and the need for approval in older children and their relationship to social desirability response tendencies.

The relative strength of mastery motivation and need for approval was tested among 2 groups of 11-yr-olds, 40 high and 40 low scorers on the Children's Social Desirability Scale. Mastery motivation was inferred from the amount of time that Ss spent in 1 of 2 discrimination tasks, a challenging (unsolvable) or a solvable problem. To measure need for approval, Ss were tested in either a social-reinforcement or an E-absent condition. As predicted, low scorers spent more time in the unsolvable than the solvable task, with negligible condition differences. High scorers spent more time in the social-reinforcement than in the E-absent condition, with negligible task differences. On the solvable task, high Ss demonstrated poorer learning than low Ss. Sex differences revealed greater mastery motivation for boys and greater need for approval for girls. The need to study the developmental course of these motives and to investigate the antecedents of the group differences obtained is emphasized. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of frequency of feedback on a simple coaction task.

Used a learned drive approach to predict the effects of feedback on a coaction task; 60 female undergraduates were Ss. It was hypothesized that the magnitude of social facilitation would be greater the more often Ss were given feedback of their own or the other coactor's performance. The frequency of feedback was manipulated by varying the number of responses required to produce a tone. Coactors received a tone after every 4 (FR4) or 7 (FR7) responses and performed in the presence of another person who was either on an FR4 or an FR7 schedule. To furnish a comparison to the coaction conditions, some Ss were tested individually on an FR4 and others on an FR7 schedule. Within the coaction conditions, the most responding occurred when both Ss received an FR4 schedule, and the fewest responses when both coactors were on an FR7 schedule. An intermediate number of responses was produced when one coactor was on an FR4 and the other on an FR7 schedule. Also, Ss working in coaction conditions responded more than those performing alone. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of success and failure on depressive cognitions

A cognitive social-learning approach to depression emphasizes biases or distortions in depressed persons' evaluation of information about self, future, and environment. 33 depressed and 34 nondepressed female undergraduates participated in a task that ostensibly assessed therapeutic potential; they received success, failure, or no feedback about their performance on this realistic social interaction task. It was anticipated that depressed women, especially as a function of feedback would respond in characteristic ways that could be construed as depression-enhancing on both self-rating and expectation-of-performance measures. The predictions were largely confirmed. A task developed to assess depressed-distorted responses to stories also revealed significant differences in types of response choices between depressed and nondepressed Ss. Results reinforce attempts to assess not what depressed people are or have , but what they do . (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectations for success on effort-determined tasks as a function of incentive and performance feedback.

Conducted 2 experiments to investigate an attributional analysis of the consequences of perceiving one's effort as stable, as opposed to unstable, on future performance expectancies. In Exp I, 32 male undergraduates were told that performance on the experimental tasks was purely effort determined; they expected a monetary incentive for good performance on half the tasks and received preprogrammed feedback that their performance was either variable or consistent. In Exp II, both 45 male and 51 female Ss believed the tasks were either effort or ability determined and received variable or consistent feedback; incentive was operationalized as the level of task interestingness. As predicted, Ss who believed performance was effort determined and received variable feedback had higher expectations for performance on a later task when its incentive value was high than when it was low. Ss receiving consistent feedback did not differ in their expectations, regardless of the incentive value of the task. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of contingent and noncontingent feedback and subject expectancies on electoencephalogram biofeedback training.

80 undergraduates either received auditory feedback contingent on their production of alpha or they received noncontingent feedback. In addition, Ss were led to expect either a positive or a negative experience. Ss who received contingent feedback produced significantly more alpha than Ss who received noncontingent feedback, but the type of feedback did not seem related to mood. Instead, Ss led to expect a positive experience reported significant reductions in anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the self-serving function of social anxiety: Shyness as a self-handicapping strategy.

Tested the hypothesis that socially anxious or shy individuals use their anxiety symptoms as a strategy to control attributions made about their performances in social-evaluative settings (i.e., self-handicapping strategies). 70 female and 72 male undergraduates, classified as low and high socially anxious on the basis of the Social Anxiety and Distress Scale, were given role-play tasks in a 3?×?2?×?2 design. It was predicted that trait-socially anxious or shy Ss would report more symptoms of social anxiety in an evaluative setting in which anxiety or shyness could serve as an excuse for poor performance than would Ss in (a) an evaluative setting in which shyness was precluded as an excuse or (b) a nonevaluative setting. It was also predicted that this self-protective pattern of symptom reporting would not occur for Ss who were not trait-socially anxious because these Ss would not commonly use such symptoms as a self-handicapping strategy. Results support these predictions for males but not for females. Sex differences in the strategic use of shyness are discussed in relation to other research on sex differences in the etiology and correlates of social anxiety. (56 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing of ambiguous and unambiguous feedback by depressed and nondepressed college students: Schematic biases and their implications for depressive realism.

Explored schematic processing as a mechanism for predicting (a) when depressed Ss would be negative relative to nondepressed Ss and (b) when depressed and nondepressed Ss would show biased or unbiased (i.e., "realistic") processing. Depressed and nondepressed Ss performed multiple trials of a task under conditions in which the 2 groups held either equivalent or different schemas regarding this task. Ss received either an unambiguous or objectively normed ambiguous feedback cue on each trial. In full support of schematic processing, depressed Ss showed negative encoding relative to nondepressed Ss only when their schemas were more negative, and both depressed and nondepressed Ss showed positively biased, negatively biased, and unbiased encoding depending on the relative feedback cue-to-schema match. Depressed and nondepressed Ss' response latencies to unambiguous feedback also supported the occurrence of schematic processing. We discuss the methodological, treatment, and "realism" implications of these findings and suggest a more precise formulation of Beck's schema theory of depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)