The Phenotypic Expressions of Self-Doubt about Ability in Academic Contexts: Strategies of Self-Handicapping and Subjective Overachievement

A defining feature of contemporary U.S. society is the extraordinary emphasis placedon achievement and success (e.g., Robbins, 2006). This feature is apparent inclassrooms across the country where teachers and administrators closely monitor children’s performance on high-stakes tests (Pushing Kids Hard, 2006). Yet, this focus on success similarly pervades the playing field, the dance studio, the professor’s office, and the corporate boardroom. One might assume that people would be motivated to harness all necessary resources to maximize performance given the value placed on one’s accomplishments; they would seek to achieve, possibly overachieve, in order to be successful. Yet, the

formula for high accomplishment becomes more complicated, for it is often not only being successful that is valued, but also being successful because one possesses great talents (Jones, 1989).