Self-defeating strategies among master’s and doctoral students in the field of business
DOI:
https://doi.org/10.14392/asaa.2026190105Keywords:
academic self-sabotage, self-harming strategies, graduate studies, psychosocial careAbstract
Objective: To investigate the self-defeating strategies used by graduate students in the business field during the phases of completing coursework and writing dissertations or theses.
Method: application of the Self-Defeating Strategies Scale (EEAPREJ) by Boruchovitch et al. (2022) on a sample of 528 current students and graduates of stricto sensu graduate programs in Public Administration, Business Administration, and Accounting, using Confirmatory Factor Analysis and Structural Equation Modeling.
Results: Although most students denied engaging in self-harming behaviors, practices such as procrastination and sabotage frequently occur at critical moments in their academic training, especially during the preparation of dissertations and theses. The factor structure of the scale was confirmed, revealing three main dimensions: procrastination, hyperactivity, and sabotage. The need for institutional interventions that promote psychosocial support was emphasized, aiming to enhance well-being and mitigate the negative impacts of self-harming strategies on academic performance.
Contributions: The findings contribute to understanding the challenges faced by students and to the development of mental health and psychosocial care policies, broadening the understanding of patterns of self-harming activities and their implications for the academic and professional development of graduate students. By highlighting that self-harming strategies persist, even among experienced individuals, the study points to the need for institutional interventions aimed at promoting self-regulation skills, mental health, and stress management, thereby mitigating the impacts of these behaviors on academic performance. Self-defeating behaviors are observed during the writing of theses and dissertations, precisely at the moment when all personal and financial investments have already been made.
Downloads
References
Akar, H., Doğan, Y., & Üstüner, M. (2018). The relationship between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. European Journal of Contemporary Education, 7(1), 7-20. URI: http://hdl.handle.net/11616/12902
Almeida, A.D.L.B. (2026). TDAH e Evasão no Ensino Superior: Fatores Associados. Logos University International - UNILOGOS. Santo Ângelo: v. 28, n. 2, p. 71-84. DOI: https://doi.org/10.46550/53a9b331
Berglas, S., & Jones, E. (1988). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36(4), 405-417. https://doi.org/10.1037/0022-3514.36.4.405
Bido, D. D. S., & Silva, D. D. (2019). SmartPLS 3: Especificação, Estimação, Avaliação e Relato. Revista de Administração: Ensino e Pesquisa, 20(2), 488-536. https://doi.org/10.13058/raep.2019.v20n2.1545
Boruchovitch, E., Rufini, S. E., Ganda, D. R., Miranda, L. C., & Almeida, L. S. (2022). Self-handicapping stategies in educational contexto: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ). Psicologia: Reflexão e Crítica, 35(8). https://doi.org/10.1186/s41155-022-00210-6
Brasil. (1996). Lei 9.394 de Diretrizes e Bases da Educação Nacional. https://www.planalto.gov.br/ccivil_03/leis/l9394.htm
Brasil. (2019). Lei 13.935 Serviços de Psicologia e Serviço Social em Redes Públicas Educação básica. https://www.planalto.gov.br/ccivil_03/_ato2019-2022/2019/lei/l13935.htm
Brasil. (2024). Lei 14.819 Política Nacional de Atenção Psicossocial nas Comunidades Escolares. https://www.planalto.gov.br/ccivil_03/_ato2023-2026/2024/lei/L14819.htm
Cano, F., Martin, A. J., Ginns, P., & Berbén, A. B. G. (2018). Students’ self-worth protection and approaches to learning in higher education: Predictors and consequences. Higher Education, 76(1), 163-181. https://doi.org/10.1007/s10734-017-0215-0
Chen, A. M., Palacci, A., Vélez, N., Hawkins, R. D., & Gershman, S. J. (2024). A hierarchical Bayesian model of adaptive teaching. Cognitive Science, 48(7), Article e13477.
Clarke, I. E., & MacCann, C. (2016). Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale. Personality and individual differences, 100, 6-11. https://doi.org/10.1016/j.paid.2016.03.080
Decker, P. J., & Mitchell, J. P. (2016). Self-handicapping leadership: the nine behaviors holding back employes, managers and companies, and how to overcome them. Pearson FT Press.
Eisenberg, Z., & Duarte, R. (2024). Ações institucionais e práticas inovadoras para a inclusão no ensino superior. Cadernos Cedes, v. 44, n. 123, p. 248-262. https://doi.org/10.1590/cc284187.
Falconer, A., & Djokic, B. (2019). Factors affecting academic self-efficacy and academic self-handicapping behaviors in doctoral students. International Journal of Doctoral Studies, 14, 637-649. https://doi.org/10.28945/4414
Ferradás, M. M., Freire, C., Núñez, J. C., Piñeiro, I., & Rosário, P. (2017). Relation between academic motivation and the use of self-protection strategies in university students. Learning and Individual Differences, 56, 128-135.
Flanagan, J. (2015). Gender and the Workplace: The Impact of Stereotype Threat on Self-Assessment of Management Skills of Female Business Students. Advancing Women in Leadership, 35, 166.
Ganda, D. R., & Boruchovitch, E. (2016). Self-handicapping strategies for learning of preservice teachers. Estudos de Psicologia, 32(3), 417-425. https://doi.org/10.1590/ 0103-166X2 01500 03000 07.
Goering, G. E. (2014). Self-sabotage and durable-goods monopoly. International Journal of the Economics of Business, 21(2), 189-203. https://doi.org/10.1080/13571516.2014.903109
Gross, S., Schulze-Vorberg, L., & Hansen, M. (2024). The procrastinating PhD student: A latent profile analysis. International Journal of Doctoral Studies, 19, Article 5. https://doi.org/10.28945/5302
Gupta, S., & Geetika, M. (2020). Academic self-handicapping scale: Development and validation in Indian context. International Journal of Instruction, 13(4), 87-102. https://doi.org/10.29333/iji.2020.1346a
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R. Springer.
Irlenbusch, B., Harbring, C., Kräkel, M., & Selten, R. (2007). Sabotage in corporate contests - An experimental analysis. International Journal of the Economics of Business, 14(3), 367-392. https://doi.org/10.1080/13571510701597445
Izadpanah, S., & Charmi, M. (2022). The mediating role of psychological inflexibility in the relationship between fear of failure and academic self-handicapping among university students. Current Psychology, 41, 8944-8952. https://doi.org/10.3389/ fpsyg.2022.987381
Kaur, M. M., & Raji, N. S. (2022). The Self-Handicapping Scale: Development and validation in Indian context. Journal of Positive School Psychology, 6(9), 234-243.
Kearns, H., Gardiner, M., & Marshall, K. (2008). Innovation in PhD completion: The hardy shall succeed (and be happy!). Higher Education Research & Development, 27(1), 77-89. https://doi.org/10.1080/07294360701658781
Kräkel, M., & Müller, D. (2012). Sabotage in teams. Economics Letters, 115(2), 221-224. https://doi.org/10.1016/j.econlet.2011.12.041
Jager, P. de, Lubbe, I., & Papageorgiu, E. (2018). The South African chartered accountant academic: Motivations and challenges when pursuing a doctoral degree. Meditari Accountancy Research, 28(2).
Lee, J., Yoo, H. S., & Bae, J. (2022). Identification of latent classes of self-esteem level, self-esteem stability, and internalized shame among university students: Relations with self-handicapping behaviors. Personality and Individual Differences, 194.
Lousada, A. C. Z., & Martins, G. de A. (2005). Egressos como fonte de informação à gestão dos cursos de Ciências Contábeis. Revista Contabilidade & Finanças, 16(37), 73-84. https://doi.org/10.1590/S1519-70772005000100006
Melhem, M. A., (2022). Prediction of academic self-handicapping based on self-control among university students. Cypriot Journal of Educational Science, 17(1), 134-147. https://doi.org/10.18844/cjes.v17i1.6691
Mitchell, J. P., & Decker, P. J. (2017). Self-handicapping in leadership: a call for research. Global Journal of Business Disciplines, 1(1).
Nganga, C. S. N., Nova, S. P. de C. C., Silva, S. M. C. da, & Lima, J. P. R. de. (2023). Há tanta vida lá fora! Work-life conflict, mulheres e pós-graduação em contabilidade. Revista de Administração Contemporânea, 27(2), e210318. Associação Nacional de Pós-Graduação e Pesquisa em Administração DOI: https://doi.org/10.1590/1982-7849rac2023210318.por
Peris, I. D., Donio-Bellegardeb, M., Mateu-Mollá, J., & Lacomba-Trejo, L. (2023). Análisis de predictores de sintomas ansiosos, depresivos y del estrés: inteligencia emocional y afrontamiento. Revista Psicología de la Salud, 11(1), 1-13.
Ruben-Clapper, M.C. (2021). Self-Sabotaging Behaviors in the Lives of Students in Alternative High Schools: A Qualitative Case Study. In ERIC. ProQuest LLC. Recuperado de: https://eric.ed.gov/?id=ED619199
Santos, A. S. dos, Perrone, C. M., & Dias, A. C. G. (2015). Adaptação à pós-graduação stricto sensu: uma revisão sistemática da literatura. Psico-USF, 20(1), 141-152, Bragança Paulista.
Sappington, D. E. M., & Weisman, D. L. (2004). Competition policy, parity regulation and self-sabotage. Info, 6(1), 26–34. https://doi.org/10.1108/14636690410535926
Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106(3), 744-761. https://psycnet.apa.org/doi/10.1037/a0035832
Schroeder, B. L., & Sims, V. K. (2018). Texting as a multidimensional behavior: Individual differences and measurement of texting behaviors. Psychology of Popular Media Culture, 7(3), 361-383. https://doi.org/10.1037/ppm0000148
Sternberg, R. J. (2013). Self-Sabotage in the academic career. The Chronicle of Higher Education. https://www.chronicle.com/article/self-sabotage-in-the-academic-career/
Török, L., Szabó, Z. P., & Tóth, L. (2019). A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement. Social Psychology of Education. https://doi.org/10.1007/s11218-018-9460-z
Vargas, J. G., Miranda, L.C., Boruchovitch, E., & Almeida, L. S. (2018). Validação da escala de estratégias autoprejudiciais: Um estudo com alunos do ensino superior português. Revista de Psicologia, Educação e Cultura, 22, 348-364.
Yıldırım, F. B., & Demir, A. (2020). Self-handicapping among university students: The role of procrastination, test anxiety, self-esteem, and self-compassion. Psychological Reports, 123(3), 825-843. https://doi.org/10.1177/0033294118825099
Wyse, M. N. O., Machado, D. P., & Frare, A. B. (2023). Autossabotagem e trajetória acadêmica de estudantes de graduação da área de Negócios. Revista Contabilidade & Finanças, 34(92), e1750. https://doi.org/10.1590/1808-057x20231750.en
Xiang, Y., & Gershman, S. (2025). Modeling intrinsic motivation as reflective planning. vol. 47, In Proceedings of the Annual Meeting of the Cognitive Science Society.
Xiang, Y., Gershman, S., & Gerstenbergd, T. (2026). A signaling theory of self-handicapping. Cognition 266. https://doi.org/10.1016/j.cognition.2025.106288.
Zanatto, R. (2007). Perfil motivacional de alunos de arquitetura: Um estudo exploratório (Dissertação de mestrado). Faculdade de Educação, Universidade Estadual de Londrina: Londrina, Paraná.
Zhu, Y., Au, W., & Yates, G. (2016). University students’ self-control and self-regulated learning in a blended course. The Internet and Higher Education, 30, 54-62. https://doi.org/10.1016/j.iheduc.2016.04.001
Zuckerman, M., & Tsai, F. F. (2005). Costs of self-handicapping. Journal of Personality, 73(2).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Cesiro Aparecido Cunha Júnior, Edson Luiz Ihlenffeldt, Romualdo Douglas Colauto, Jacqueline Veneroso Alves Cunha

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright for articles published in the ASAA Journal is held by the author, with first publication rights to the journal. By virtue of appearing in this publicly accessible journal, the articles are free to use, with their own attributions, in educational and non-commercial applications. The ASAA Journal will allow the use of published works for non-commercial purposes, including the right to submit the work to publicly accessible databases. Published articles are the authors' full and exclusive responsibility. There are no submission/publishing charges or fees for processing articles (APC).




















