Investigating the Relationship between Self-Handicapping Tendencies, Self-Esteem and Cognitive Distortions
Yasemin YavuzerDepartment of Psychological Counseling and Guidance, Educational Faculty, Nigde University, Nigde Turkey
The purpose of this study is to examine the relationship between cognitive distortions, self-handicapping tendencies, and self-esteem in a sample of students studying in a school of education. The sample of the study was comprised of 507 volunteer students chosen through random sampling from a total of 4,720 students who were studying teaching at Nigde University and Aksaray University, located in central Anatolia in Turkey. The self-handicapping scale, cognitive distortions scale, and Rosenberg self-esteem scale were used in the present study. In a preliminary analysis, it was found that women had higher self-handicapping scores than men. In the current study, it was found that cognitive distortions (self-criticism, self-blame, hopelessness, and preoccupation with danger) and self-esteem significantly predicted self-handicapping tendencies. The mediator and moderator role of self-esteem on the relation between cognitive distortions and self-handicapping were the major questions of this study. It was found that self-esteem did not have a mediator role on the relationship between cognitive distortions or self-handicapping in the current study group. However, the study revealed important findings regarding the moderator role of self-esteem on the relationship between cognitive distortions and self-handicapping. That is, high levels of cognitive distortions (self-criticism, self-blame, hopelessness, and preoccupation with danger) were related to a high self-handicapping tendency for teacher candidates with low self-esteem.