Reflections on the use of self handicapping strategies in mathematics: literature review

Resumen

Self-handicapping strategies are performance configuration actions or choices capable of increasing individuals’ opportunity to externalize (or excuse) failure and to internalize (accept credit for) success. They involve creating or declaring obstacles, either real or fictitious, before accomplishing a given task in order to justify individuals’ likely poor performance and to reduce their accountability for a likely failure. The aim of the current research is to present reflections about ten studies focused on investigating the use of self-handicapping strategies in Mathematics; the analyzed studies were selected in SciELO, PsycINFO and ERIC databases. Results have evidenced several factors contributing to the adoption of self-handicapping strategies in Mathematics, such as classroom environment and support provided to students by teachers. Moreover self-esteem and self-efficacy, which can affect one’s option for using self-handicapping strategies, were key variables to help better understanding the adoption of these strategies.