Self-handicapping and Self-esteem: An Overview

Description

Page: 351-354

Shubham Raj, Arifa M. Begum, Toslima S. Begum, and Tulika Borah (Department of Human Development and Family Studies, College of Community Science, Assam Agricultural University, Jorhat, Assam)

Self-handicapping involves creating obstacles that hinder optimal performance, offering excuses for potential failure (Zuckerman & Tsai, 2005). This behavior is often linked to self-esteem, particularly in academic settings. Individuals engage in self-handicapping, such as procrastination or setting unattainable goals, to attribute failures to external factors rather than personal ability. Initially, this may protect self-esteem by avoiding direct confrontation with perceived shortcomings. However, it creates a cycle where fear of failure leads to continued self-handicapping, undermining performance and long-term self-esteem development. Understanding this dynamic is crucial for addressing its impact and promoting healthier strategies to cope with challenges. Severe cases, such as the Kota suicides in India, are also highlighted, where the combination of high academic pressure and self-handicapping behaviors led to tragic outcomes. The intense pressure to succeed academically in a competitive environment often pushes students towards self-handicapping behaviours, contributing to feelings of helplessness and, in extreme cases, suicidal thoughts and actions. In conclusion, while self-handicapping can serve as a short-term buffer for self-esteem, its long-term consequences are detrimental. Self-handicapping allows individuals to shift the blame for failure onto external factors, helping to preserve their self-esteem by making the link between their ability and performance less clear (Brown & Kimble, 2009). By understanding the underlying causes and implementing targeted interventions, it is possible to mitigate these behaviours and foster a healthier approach to academic challenges and self-esteem development.