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Journal articles on the topic 'Self defeating behaviors'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Hopes, Lisa M., and Alan Williams. "Depression, Self-Defeating, and Self-Destructive Behaviors as Predictors of Suicide Ideation in Males and Females." Psychological Reports 84, no. 1 (1999): 63–66. http://dx.doi.org/10.2466/pr0.1999.84.1.63.

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Previous studies have implicated depression, self-defeating behaviors, and self-destructive behaviors in suicide ideation. The present research directly compared these three concepts as predictors of both males' (n = 51) and females' ( n = 78) suicide ideation. Analysis confirmed sex differences, with depression and self-defeating behaviors predicting females' suicide ideation, and self-destructive behaviors predicting males' suicide ideation. These results suggest that suicide may be related to these subtle yet relevant factors which may not be easily detected by mental health workers.

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2

Lefgren, Lars J., Olga B. Stoddard, and John E. Stovall. "Rationalizing self-defeating behaviors: Theory and evidence." Journal of Health Economics 76 (March 2021): 102407. http://dx.doi.org/10.1016/j.jhealeco.2020.102407.

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3

Schill, Thomas, and Michelle Sharp. "Self-Defeating Personality: Is There a Secondary Gain?1." Psychological Reports 73, no. 3_part_1 (1993): 738. http://dx.doi.org/10.1177/00332941930733pt102.

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4

Irani Williams, Feruzan, Constance Campbell, William McCartney, and Carl Gooding. "Leader derailment: the impact of self‐defeating behaviors." Leadership & Organization Development Journal 34, no. 1 (2013): 85–97. http://dx.doi.org/10.1108/01437731311289983.

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5

Vazire, Simine, and David C. Funder. "Impulsivity and the Self-Defeating Behavior of Narcissists." Personality and Social Psychology Review 10, no. 2 (2006): 154–65. http://dx.doi.org/10.1207/s15327957pspr1002_4.

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Currently prominent models of narcissism (e.g., Morf & Rhodewalt, 2001) primarily explain narcissists' self-defeating behaviors in terms of conscious cognitive and affective processes. We propose that the disposition of impulsivity may also play an important role. We offer 2 forms of evidence. First, we present a meta-analysis demonstrating a strong positive relationship between narcissism and impulsivity. Second, we review and reinterpret the literature on 3 hallmarks of narcissism: self-enhancement, aggression, and negative long-term outcomes. Our reinterpretation argues that impulsivity provides a more parsimonious explanation for at least some of narcissists' self-defeating behavior than do existing models. These 2 sources of evidence suggest that narcissists' quest for the status and recognition they so intensely desire is thwarted, in part, by their lack of the self-control necessary to achieve those goals.

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Renn, Robert W., David G. Allen, Donald B. Fedor, and Walter D. Davis. "The Roles of Personality and Self-Defeating Behaviors in Self-Management Failure." Journal of Management 31, no. 5 (2005): 659–79. http://dx.doi.org/10.1177/0149206305279053.

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7

Ornizo, Michael M., and Sharon A. Ornizo. "Group Counseling— It Works!" Academic Therapy 21, no. 3 (1986): 367–69. http://dx.doi.org/10.1177/105345128602100317.

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8

Gedo, Paul M. "Meanings of Repetitive Self‐Defeating Behaviors in a School Setting." Schools 7, no. 2 (2010): 276–86. http://dx.doi.org/10.1086/656076.

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9

Miller, Joshua D., W. Keith Campbell, Diana L. Young, et al. "Examining the Relations Among Narcissism, Impulsivity, and Self-Defeating Behaviors." Journal of Personality 77, no. 3 (2009): 761–94. http://dx.doi.org/10.1111/j.1467-6494.2009.00564.x.

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10

Repetto, Douglas Irving. "crash and bloom: A Self-Defeating Regenerative System." Leonardo Music Journal 14 (December 2004): 89–94. http://dx.doi.org/10.1162/0961121043067343.

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crash and bloom is an elec-tronic sculpture that undergoes population density cycles similar to those found in some natural systems. The system is made up of 42 boxes, their simple behaviors and the interconnec-tion topology of the boxes with one another, which enables them to pass “ping” messages around the network. Three simple rules determine how the boxes respond to the ping messages. These rules, coupled with a feedback loop topology, allow the emergence of crash and bloom cycles: The density of pings in the system rises rapidly, saturates the environ-ment, crashes and rises again.

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11

Fox, Claire Louise, Simon Christopher Hunter, and Siân Emily Jones. "Longitudinal associations between humor styles and psychosocial adjustment in adolescence." Europe’s Journal of Psychology 12, no. 3 (2016): 377–89. http://dx.doi.org/10.5964/ejop.v12i3.1065.

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This study assessed the concurrent and prospective associations between psychosocial adjustment and four humor styles, two of which are adaptive (affiliative, self-enhancing) and two maladaptive (aggressive, self-defeating). Participants were 1,234 adolescents (52% female) aged 11-13 years, drawn from six secondary schools in England. Self-reports of psychosocial adjustment (loneliness, depressive symptomatology, and self-esteem) and humor styles were collected at two time points (fall and summer). In cross-lagged panel analyses, self-defeating humor was associated with an increase in both depressive symptoms and loneliness, and with a decrease in self-esteem. In addition, depressive symptoms predicted an increase in the use of self-defeating humor over time, indicating that these may represent a problematic spiral of thoughts and behaviors. Self-esteem was associated with an increase in the use of affiliative humor over the school year but not vice-versa. These results inform our understanding of the ways in which humor is associated with psychosocial adjustment in adolescence.

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12

Sansone, Randy A., Joy Chang, and Bryan Jewell. "The Prevalence of 22 Self-Harm Behaviors in a Consecutive Sample of Obstetrics/Gynecology Outpatients." International Journal of Psychiatry in Medicine 43, no. 2 (2012): 179–87. http://dx.doi.org/10.2190/pm.43.2.f.

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Background: While a number of previous studies have examined limited forms of self-harm behavior, such as suicidal ideation/attempts/completions, or one specific behavior such as cutting or burning oneself (most frequently in psychiatric populations), few studies have examined the lifetime prevalence of multiple self-harm behaviors in a single non-psychiatric population and no study has done so among obstetrics/gynecology outpatients. Method: Using a cross-sectional consecutive sample of 370 women presenting to an obstetrics/gynecology outpatient clinic and a self-report survey methodology, we examined the lifetime prevalence of 22 self-harm behaviors. Results: In this sample, the most frequently self-reported self-harm behaviors were: engaged in emotionally abusive relationships (24.7%), abused alcohol (22.0%), been promiscuous (21.0%), attempted suicide (18.3%), and tortured self with self-defeating thoughts (16.7%). Four of these preceding behaviors were also the most commonly reported 5 of 22 behaviors in 3 previous studies of self-harm behavior in different clinical populations. Conclusions: It appears that the most frequently reported lifetime self-harm behaviors are relatively common across various non-psychiatric clinical populations of adults, albeit in different proportions, with some exceptions (i.e., suicide attempts in the present sample).

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Thau, Stefan, Karl Aquino, and P. Marijn Poortvliet. "Self-defeating behaviors in organizations: The relationship between thwarted belonging and interpersonal work behaviors." Journal of Applied Psychology 92, no. 3 (2007): 840–47. http://dx.doi.org/10.1037/0021-9010.92.3.840.

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14

Ferrari, Joseph R. "Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behaviors." Personality and Individual Differences 17, no. 5 (1994): 673–79. http://dx.doi.org/10.1016/0191-8869(94)90140-6.

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15

Aşılıoğlu, Bayram. "A Study on Humor Styles of Teacher Candidates." International Education Studies 14, no. 3 (2021): 138. http://dx.doi.org/10.5539/ies.v14n3p138.

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A teacher should have adaptive humor styles as well as knowledge, skills and attitudes about their profession. Humor styles affect many behaviors; from the relationships that teachers establish with their students to their characteristics. For this reason, this research was carried out to determine the humor styles of teacher candidates. 491 Teacher candidates have participated in this study, who were 3rd and 4th grade students in the faculty of education at 2 universities in Turkey. The researcher used the general survey model for the study. Data were collected using the Humor Styles Questionnaire (HSQ) developed by Martin et al. (2003). Findings showed that teacher candidates with the affiliative humor style had the highest average, those with the aggressive humor style had the lowest average. The averages of those with self-enhancing and self-defeating humor style were moderate. It was interpreted as positive that the average of those with self-enhancing humor style was high, as negative that the average of those with self-defeating humor style was moderate, and as positive the average of those with self-defeating humor style was low.

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Sherry, Simon B., Joachim Stoeber, and Cynthia Ramasubbu. "Perfectionism explains variance in self-defeating behaviors beyond self-criticism: Evidence from a cross-national sample." Personality and Individual Differences 95 (June 2016): 196–99. http://dx.doi.org/10.1016/j.paid.2016.02.059.

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Olah, Andrew R., and Thomas E. Ford. "Humor styles predict emotional and behavioral responses to COVID-19." HUMOR 34, no. 2 (2021): 177–99. http://dx.doi.org/10.1515/humor-2021-0009.

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Abstract A correlational study (n = 180 adults) in the United States tested the hypothesis that self-directed humor styles predict emotional responses to COVID-19, specifically stress and hopelessness, and in turn predict engagement in protective behaviors. Results from a sequential mediation analysis supported our hypotheses. First, to the extent that people have a self-enhancing humor style they perceived less stress and hopelessness associated with COVID-19 and as a result reported engaging in more protective behaviors. Second, people higher in self-defeating humor style showed the opposite pattern; they perceived more stress and hopelessness due to COVID-19 and thus reported engaging in less protective behaviors. Implications for theory and application are discussed.

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18

Duckworth, Angela L., Katherine L. Milkman, and David Laibson. "Beyond Willpower: Strategies for Reducing Failures of Self-Control." Psychological Science in the Public Interest 19, no. 3 (2018): 102–29. http://dx.doi.org/10.1177/1529100618821893.

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Almost everyone struggles to act in their individual and collective best interests, particularly when doing so requires forgoing a more immediately enjoyable alternative. Other than exhorting decision makers to “do the right thing,” what can policymakers do to reduce overeating, undersaving, procrastination, and other self-defeating behaviors that feel good now but generate larger delayed costs? In this review, we synthesize contemporary research on approaches to reducing failures of self-control. We distinguish between self-deployed and other-deployed strategies and, in addition, between situational and cognitive intervention targets. Collectively, the evidence from both psychological science and economics recommends psychologically informed policies for reducing failures of self-control.

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Chukwuedo, Samson Onyeluka, and Chinyere Theresa Ogbuanya. "Fostering Academic Major Satisfaction, Career Curiosity, and Job Search Behaviors Among Electrical/Electronic Technology Education Undergraduates." Journal of Career Development 47, no. 5 (2018): 495–508. http://dx.doi.org/10.1177/0894845318807570.

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This study investigates the effect of practical skills-based career training intervention in electrical/electronic works on graduating students’ academic major satisfaction, career curiosity, and self-defeating job search behaviors (SDJSBs). We employed the quasi-experimental design, with a three-wave longitudinal survey. The participants were 101 electrical/electronic technology education undergraduates from two publicly owned universities in Nigeria. Our intervention procedures were guided by the tenets of social cognitive career theory and the theory of planned behavior. The findings revealed significant positive increase in the students’ satisfaction with their academic major, and career curiosity, as well as significant decrease in SDJSBs (viz., procrastination, impulsiveness, and failure to network). We also found mediating effects of learning self-efficacy and perseverance of effort on academic major satisfaction, career curiosity, and SDJSBs.

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20

Rice, Timothy R., and Leon Hoffman. "Taking a toy gun to school: a consideration of the determinants of adolescent forensic behavior in the aftermath of the Sandy Hook shooting." International Journal of Adolescent Medicine and Health 27, no. 2 (2015): 225–30. http://dx.doi.org/10.1515/ijamh-2015-5016.

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Abstract Adolescent forensic behavior can have a variety of meanings. A consideration of the range of meanings can inform the practice of the psychiatric forensic evaluation. This case report describes the history of an adolescent in individual treatment for disruptive and self-defeating behaviors who brought a concealed toy gun into his high school in the aftermath of the Sandy Hook shooting. The overdetermined nature of this act, as well as a consideration of its multiple meanings in the context of the young man’s psychology, his educational and family systems, and his relationship with his treatment provider, will be described and developed. The discussion will broaden to consider the parameters of indicated therapeutic programs to address this subset of adolescent forensic behaviors. The role of deficient implicit emotion regulation capacities in adolescents and the corrective measures to target these neurobehavioral deficits will be described. The report concludes with implications for primary prevention of future adolescent forensic behaviors.

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21

심은정 and 신선임. "The Differences in Negative Emotions and Self-defeating Behaviors By Perfectionism Cluster Types of College Students." Korea Journal of Counseling 19, no. 1 (2018): 289–308. http://dx.doi.org/10.15703/kjc.19.1.201802.289.

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22

Timmreck, Thomas C. "Overcoming the Loss of a Love: Preventing Love Addiction and Promoting Positive Emotional Health." Psychological Reports 66, no. 2 (1990): 515–28. http://dx.doi.org/10.2466/pr0.1990.66.2.515.

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Counseling and clinical observations clarify views commonly made about the pain of breaking-up a love relationship. Anecdotal reports as presented in popular music, novels, movies, and television programs illustrate the public's general awareness of the emotional dilemma of ending a relationship. Love is a strong pleasurable emotional state. Behavioral and emotional problems can result from rejection and the pain due to the loss of a love. The term “love addiction” has been applied to persons who obsessively seek to regain the pleasurable love state which existed with a former love relationship. Dysfunctional emotional conditions such as distrust, feelings of rejection, loss of self-worth, deep-seated anger, feelings of failure, loss, and an array of other emotional distress and self-defeating behaviors arise in the emotionally hurt person. Emotional distress must be dealt with. Rational self-counseling and psychotherapy can be effective in helping a jilted person work through periods of distress and may help to reestablish emotional well being and good mental health. Counseling can assist the person in moving into new relationships, help the hurt person abandon dysfunctional behaviors and feelings, and aid the client in resuming a normal life.

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23

Druen, Perri B., and Stephanie J. Zawadzki. "Escaping the Climate Trap: Participation in a Climate-Specific Social Dilemma Simulation Boosts Climate-Protective Motivation and Actions." Sustainability 13, no. 16 (2021): 9438. http://dx.doi.org/10.3390/su13169438.

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One way in which educators can help to address increasingly pressing environmental problems, including climate change, is to encourage individuals to change their behavior and to press for structural changes in society. The promotion of climate-protective behavior is challenging because the payoffs for various actions and inactions are structured such that they create social dilemmas. The conflict between short-term personal benefit and long-term collective gain in such dilemmas often leads to self-serving motives that can ultimately be self-defeating. We created a social dilemma simulation specific to climate change, called Climate Trap: Social Dilemma Simulation, to help students observe how they and others respond to these conflicts, and predicted that doing so would lead to climate-protective motivations and behaviors after the simulation. The simulation participants (N = 344) reported greater confidence in their knowledge and understanding of the social dilemma context of climate change, higher environmental concern and more self-determined motivation to act, and they engaged in more climate-protective behaviors compared to the students who did not complete the simulation. Moreover, the simulation participants reported greater pro-environmental engagement on all of the measures after the simulation compared to before they participated in the simulation. The results suggest that a climate-specific social dilemma simulation can create uniquely motivating experiences, and can have utility as a teaching tool, research instrument and intervention.

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Tercanlioglu, Leyla. "Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation." TESL Canada Journal 21, no. 2 (2004): 34. http://dx.doi.org/10.18806/tesl.v21i2.173.

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It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger tendency to avoid work.

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25

Ku, Kelly Y. L., Sammy Ho, Edmund Chan, Maria Chik, and Dennis Chan. "Chinese translation and psychometric testing of the Humour Styles Questionnaire Children Version (C-HSQC) among Hong Kong Chinese primary-school students." European Journal of Humour Research 4, no. 3 (2016): 61. http://dx.doi.org/10.7592/ejhr2016.4.3.ku.

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In the current study, the Humour Styles Questionnaire Children Version (HSQC) was translated into Chinese. The psychometric properties of the Chinese version of the Humour Styles Questionnaire Children version (C-HSQC) were examined. The C-HSQC and psychological measures on humour, self-esteem, depression, and coping behaviors were administered to a sample of 361 primary-five and -six students in Hong Kong. Confirmatory factor analyses, concurrent, convergent, and discriminant validity were assessed to examine the construct validity of the questionnaire. The results indicated a moderately strong fit of the model of the hypothesized four-factor structure of two adaptive (i.e., affiliative and self-enhancing) and two maladaptive (i.e., aggressive and self-defeating) humour styles. Results provided good support for the use of the C-HSQC in measuring humour of Hong Kong children.

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26

Saucer, Patrick R. "Evangelical Renewal Therapy: A Proposal for Integration of Religious Values into Psychotherapy." Psychological Reports 69, no. 3_suppl (1991): 1099–106. http://dx.doi.org/10.2466/pr0.1991.69.3f.1099.

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The importance of incorporating religious values into psychotherapy that is used in treating the mental health needs of Evangelical Christians was examined. Rationality and pathology were analyzed from an Evangelical Christian perspective. Guilt was seen as the primary psychological consequence of self-defeating behaviors. Evangelical Renewal Therapy was offered in response to the apparent need for a religious psychotherapy that would focus on the mental health needs of Evangelical Christians. The Atheistic Ideation Complex purports that atheistic ideations as measured by the Atheistic Ideation Reference Scale lead to unwanted emotional consequences. Repentance, the process of change in Evangelical Renewal Therapy, is achieved through the analysis of moral action, rebuke, confession, prayer, recompense, and mortification through good works.

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27

Ellis, Albert. "Rational-Emotive Approaches to Peace." Journal of Cognitive Psychotherapy 6, no. 2 (1992): 79–104. http://dx.doi.org/10.1891/0889-8391.6.2.79.

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Psychotherapy supposedly influences people’s values and actions and directly and indirectly affects their attitudes toward peace and war. This paper suggests that psychotherapy in general, and rational-emotive therapy (RET) in particular can directly help clients and their close associates, as well as indirectly help many members of the public, to acquire attitudes and behaviors to make them more peaceful toward themselves, toward their families and neighbors, and ultimately toward different ethnic, political, and foreign groups. RET has a specific theory and practice regarding how people inevitably have differences and disagreements and how, mainly by demanding that others absolutely must see how right they are and commanding that they have to agree with them, they frequently and needlessly construct self-defeating and society-sabotaging arguments and fights about their disagreements. A number of RET cognitive, emotive, and behavioral methods of achieving peaceful relationships are presented in this article.

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Hadadranjbar, S., E. Sadipour, F. Dortaj, A. Delavar, and S. Ebrahimi Qavam. "Effect of Education based on Acceptance and Commitment Approach in Reducing students’ Self -Defeating Behaviors: According to the educational package developed." Research in Medical Education 10, no. 2 (2018): 8–17. http://dx.doi.org/10.29252/rme.10.2.8.

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29

Hartzler, Bryan, and Chris Brownson. "The utility of change models in the design and delivery of thematic group interventions: Applications to a self-defeating behaviors group." Group Dynamics: Theory, Research, and Practice 5, no. 3 (2001): 191–99. http://dx.doi.org/10.1037/1089-2699.5.3.191.

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30

V, SELVA KUMAR. "A study on self esteem among intermediate college students in twin cities hyderabad and secunderabad." Journal of Management and Science 7, no. 1 (2017): 27–34. http://dx.doi.org/10.26524/jms.2017.4.

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India possesses a highly developed higher education system. Every student desires to learn and be successful in school. If they are not, we must strive to understand the nature of their learning problems. If students are demonstrating self-defeating behaviors, such as not bothering about anything, or quitting, or not trying, or upset in home as well as in college, we must recognize that these are ineffective coping strategies that often mask feelings of vulnerability, low self-esteem, and hopelessness. Self-esteem issues take on a particular significance for students with learning or attention problems because selfassessment of this concept requires the ability to evaluate and compare. These are two skills that are extraordinarily challenging for students with special needs.The main objective of this research is to analyze the important factors which are contributing the students self esteem in twin cities of Hyderabad and Secunderabad. A sample size of 242 students has been taken for the purpose of the study. The data has been analyzed using statistical techniques like descriptive statistics, χ2 test and factor analysis using the Statistical Software SPSS and Mini tab. The study reveals that there is some significant difference exists in gender wise self esteems. Another finding of the study revealed that the female students were better self confident than male students. Also the present study reveals that type of school, Parents education and Age of the respondent are associated with self esteem. Also present study reveals four important factors which are contributing self esteem. Based on the findings of the study, teachers and parents must become proactive and motivate the student in order to increase their self-esteem.

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31

Mazurkiewicz, Natalia, Mariusz Lipowski, Jarosław Krefta, and Małgorzata Lipowska. "“Better If They Laugh with Me than at Me”: The Role of Humor in Coping with Obesity-Related Stigma in Women." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 7974. http://dx.doi.org/10.3390/ijerph18157974.

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This study investigated the role of perceived stigmatization in the relationship between humor styles and coping with stress among young women suffering from stigma due to obesity. In the 21st century, obesity is an increasing global health issue with many physical and mental consequences for obese women. As a chronic stigmatizing disease, it requires that the affected individuals cope with social consequences; women with obesity are more prone to such consequences than men. Humor fosters the breaking of stereotypes and alleviating the consequences of stigmatization. A total of 127 young adult women (age M = 25.74, SD = 2.73) participated in the study (n = 54 with overfat and n = 73 with healthy fat). Participants filled out the Humor Styles Questionnaire, Perceived Stigmatization Questionnaire, and the Brief COPE Scale. Anthropometric data were gathered using a body composition analyzer. Results indicate that, when perceiving hostile behaviors toward themselves and using humor as a coping strategy, women with overfat select maladaptive styles of humor (i.e., self-defeating and aggressive styles). Women with overfat were also more likely to use humor as a coping strategy in difficult situations. Furthermore, none of the participants were satisfied with their body mass. At the same time, among women without obesity, a lack of compliments was not treated as a problem, even if they had high body fat.

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32

Hernandez Santillan, G. "Psychopathology of depersonalization and de-realization. What is the limit between normal and pathological?" European Psychiatry 41, S1 (2017): S744. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1377.

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A 21-year-old woman, distance-learning psychologist with a history of parent violence during her early childhood in the context of her father's alcohol poisoning, describes experiences of depersonalization and de-realization, of which she is aware since the age of five years, in situations of stress or out, for example, when looking in the mirror or even playing. She consulted to psychiatry, seven months after his father died of lung cancer, he frequently smoked tobacco and cannabis at home, had been diagnosed a year before his death. The patient described increased anxiety symptoms, with panic attacks, hypnopompic and hypnagogic hallucinations, and increased depersonalization and de-realization phenomena. She denies the use of psychoactive substances in addition to tobacco and alcohol, occasionally. Likewise, the depressive symptomatology was objectified in relation to the grief for the loss of his father. She received treatment with SSRIs and two months later, referred partial remission of symptoms, with persistence of dissociative symptoms. In addition, she presents emotional instability, feelings of emptiness, self-defeating ideas without structured suicide ideation. In recent months, he has presented avoidant behaviors and isolation with affectation in his habitual functioning. Now, in this case: are depersonalization and de-realization normal, part of the anxiety crisis, a sign of a high-risk mental state, or a prelude to a serious mental illness?Disclosure of interestThe author has not supplied his/her declaration of competing interest.

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Baumeister, Roy F. "Esteem Threat, Self-Regulatory Breakdown, and Emotional Distress as Factors in Self-Defeating Behavior." Review of General Psychology 1, no. 2 (1997): 145–74. http://dx.doi.org/10.1037/1089-2680.1.2.145.

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Patterns of human self-defeating or self-destructive behavior are examined in relation to several hypothesized causes. Threatened egotism appears to be a major, pervasive cause: Self-defeating responses are especially common when people feel that others may perceive them less favorably than the people desire. Self-regulation failure is also a common element in most self-defeating behavior. Emotional distress is often a precipitating factor. Several causal processes, including foolish risk taking and escapist responses, link emotional distress to self-defeat.

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Twenge, Jean M., Kathleen R. Catanese, and Roy F. Baumeister. "Social exclusion causes self-defeating behavior." Journal of Personality and Social Psychology 83, no. 3 (2002): 606–15. http://dx.doi.org/10.1037/0022-3514.83.3.606.

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35

Casey, Rita J. "The Paradox of Self-Defeating Behavior." Contemporary Psychology: A Journal of Reviews 36, no. 4 (1991): 295–96. http://dx.doi.org/10.1037/029614.

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36

Ashraf, M. "Global Level – Elimination of stress, anxiety and depression at the rate of 25% to 35% (minimum)." European Psychiatry 41, S1 (2017): S597. http://dx.doi.org/10.1016/j.eurpsy.2017.01.923.

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Opening of C.E.P.P.D (Center for Emotional, Personal and Professional Development). Almost every child in the world joins school and as per policy and procedures school staff/teachers develop their educational level but emotional health is not in focus at all; therefore child raised up with many severe negative and self-defeating behaviors; they understand others but others not understand them and that's the beginning all problems start from here…. The Center will provide state of the art guidelines/guidance (one stop solutions) supporting facilities starting from schooling onward throughout entire life for people belongs to all walks of life. In these centers anyone can go and will come out with clear head and in hand solutions, team of professionals shall provide guidance and support to everyone for healthy and balanced life by all means and will also develop alumni networking for permanent intact and fund raising on continuous basis from all over the world. C.E.P.P.D will play central and synergizing role between all sectors (for instance, schools, colleges, universities, counseling, vocational, community, hospitals, NGOs, mental and emotional health centers, child up-bringing, parenting, career counseling, soft skills training's; likewise list is on.... along with financial assistance from Govt. and semi-government sectors, will share implementation details as needed/at the time of symposium/brain storming sessions. These centers will become surely The turning point center in city than progress in next cities; likewise in country than at global level and yes together positively we can set landmark by mainly utilizing the medium of education and guidance.Disclosure of interestThe author has not supplied his declaration of competing interest.

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Heath, Joseph. "Ideology, Irrationality and Collectively Self-defeating Behavior." Constellations 7, no. 3 (2000): 363–71. http://dx.doi.org/10.1111/1467-8675.00193.

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LESTER, DAVID. "SELF-DEFEATING BEHAVIOR, DEPRESSION, AND SUICIDAL PREOCCUPATION." Psychological Reports 70, no. 4 (1992): 1106. http://dx.doi.org/10.2466/pr0.70.4.1106-1106.

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Lester, David, and Suzanne Hoffman. "Self-Defeating Behavior, Depression, and Suicidal Preoccupation." Psychological Reports 70, no. 3_suppl (1992): 1106. http://dx.doi.org/10.2466/pr0.1992.70.3c.1106.

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Schill, Thomas, and Jennifer Michels. "Are Childhood Misbehavior and Physical Illness Factors in the Development of Self-Defeating Personality." Perceptual and Motor Skills 83, no. 3 (1996): 848–50. http://dx.doi.org/10.2466/pms.1996.83.3.848.

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49 undergraduate men and 45 women took Schill's 1990 Self-defeating Personality Scale and answered questions about their physical health and misbehavior as children and the amount of attention such behavior elicited from their parents. No support was found for the idea that individuals who currently score more self-defeating had been more likely to engage in such behavior or had been able to gain attention thereby. In fact, these people reported getting less rather than more attention from parents when they were physically ill. Results were discussed as consistent with prior findings wherein self-defeating individuals have described their parents as being nonsupportive, inconsistent, and rejecting.

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Schill, Thomas, Jane Beyler, Joann Morales, and Bonnie Ekstrom. "Self-Defeating Personality and Perceptions of Family Environment." Psychological Reports 69, no. 3 (1991): 744–46. http://dx.doi.org/10.2466/pr0.1991.69.3.744.

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People scoring higher on a scale of self-defeating personality perceived their family environments as lacking cohesiveness. Men also perceived their family environments as discouraging open expression of feelings, being unconcerned about school and work achievement, and providing no ethical or religious values. Results were seen as lending validity to clinical theories of masochism which relate lack of family support and lack of reinforcement for assertive, efficacious behavior to the development of self-defeating behavior patterns.

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Briones, Elena, Carmen Tabernero, and Alicia Arenas. "Effects of Disposition and Self-Regulation on Self-Defeating Behavior." Journal of Social Psychology 147, no. 6 (2007): 657–80. http://dx.doi.org/10.3200/socp.147.6.657-680.

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Renn, Robert W., Robert Steinbauer, and Jonathan Biggane. "Reconceptualizing self-defeating work behavior for management research." Human Resource Management Review 28, no. 2 (2018): 131–43. http://dx.doi.org/10.1016/j.hrmr.2017.05.012.

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Pezzarossa, Bianca, Alberto Della Rosa, and I. Alex Rubino. "Self-Defeating Personality and Memories of Parents' Child-Rearing Behaviour." Psychological Reports 91, no. 2 (2002): 436–38. http://dx.doi.org/10.2466/pr0.2002.91.2.436.

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A group of 132 nonclinical volunteers was given the Self-defeating Personality Scale and a short version of the Egna Minnen Beträffande Uppfostran (EMBU) scale to explore correlations of scores for adults' self-defeating traits with memories of parents' child-rearing behaviours. For men, the recall of two rejecting parents and, for women, the memory of a nonsupportive father were significantly correlated with scores of self-defeating traits. The latter scores correlated positively with memories of both overinvolved mother and father for men, while no significant correlation was found among women.

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Viviano, Tamara F., and Thomas Schill. "Relation of Reports of Sexual Abuse to Scores on Self-Defeating Personality Scale." Psychological Reports 79, no. 2 (1996): 615–17. http://dx.doi.org/10.2466/pr0.1996.79.2.615.

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One of the suggested antecedents of a pattern of self-defeating behavior has been the experience of sexual abuse. In this study 146 male and 129 female college students self-reported whether they had experienced sexual abuse using Russell's (1983) Sexual Abuse Interview Schedule. Thirty-nine men and 73 women self-reported in the affirmative. For both men and women, the abused groups had significantly higher scores on Schill's 1990 Self-defeating Personality Scale. Results were related to other research, e.g., Kisler and Schill's 1995 work which showed scores on the Self-defeating scale were also correlated with scores on measures of bulimia and dissociative experiences.

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Almohtadi, Reham, Intisar Turki ALdarabah, Mustafa Jwaifell, and Ruba Nasser Masri Shaarani. "Predicting the Defeatists Behavior Through Self-Esteem: Undergraduate Female Students Majoring in Kindergarten at Al-Hussein Bin Tala University." International Education Studies 12, no. 12 (2019): 113. http://dx.doi.org/10.5539/ies.v12n12p113.

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The study aimed at predicting the defeatist behavior through determining self-esteem among undergraduate female students majoring in kindergarten at Al-Hussein Bin Talal University. The descriptive correlative method was used to accomplish the study’s findings. The study sample consisted of 41 female students of the academic year (2018/2019). For the purpose of collecting data, two scales were used: the first one is Rosenberg’s (1989) scale for self-esteem and the second is Kabatay’s (1999) scale to measure the students’ defeatist behavior. Results of the study showed that self-esteem among the female students is at a lower level, whereas their level of defeatist behavior is medium. The results also showed that there was an inverse correlation between self-esteem and the defeatist behavior.

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Davis, Alan. "A Conceptual Approach to Serving the Rehabilitation Counseling Needs of Consumers with Cluster B Personality Disorders." Journal of Applied Rehabilitation Counseling 28, no. 2 (1997): 3–9. http://dx.doi.org/10.1891/0047-2220.28.2.3.

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An area of special concern in the field of psychiatric rehabilitation is the question of how to best serve the needs of consumers with personality disorders. Because of persistent patterns of self-defeating behavior these conditions pose a serious threat to an individual's ability to acquire and maintain employment. To offer rehabilitation counselors a basis for holistic interventions the model described in this paper addresses the emotional needs, cognitive themes, and behavioral strategies associated with Cluster B disorders.

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Kfrerer, Marisa L., Nicholas G. Martin, and Julie Aitken Schermer. "A behavior genetic analysis of the relationship between humor styles and depression." HUMOR 32, no. 3 (2019): 417–31. http://dx.doi.org/10.1515/humor-2017-0098.

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Abstract The present study examined the relationship between humor styles and depression using two methods of examination: (1) the mean humor style differences between individuals who reported that they had been diagnosed with depression versus those who did not report being depressed; and (2) the phenotypic, genetic, and environmental correlations between humor styles and a short scale assessing depressed affect created from preexisting measures in archival data. Participants were 1154 adult Australians, consisting of 339 monozygotic twin pairs and 238 dizygotic twin pairs. With respect to mean differences, depressed individuals were found to use self-defeating humor more and self-enhancing humor less than non-depressed adults. When the depressed affect scale score was analyzed, negative correlations were found with both affiliative and self-enhancing humor. A positive correlation was found between depressed affect and both aggressive and self-defeating humor. These phenotypic correlations were also found to have some significant genetic and environmental correlations.

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Atkinson, Breanna E., Debra Lipton, Holly M. Baughman, Julie A. Schermer, Juliette Harris, and Philip A. Vernon. "How Do Emotional Restrictions Affect the Use of Humor? A Behavior Genetic Analysis of Alexithymia and Humor Styles." Twin Research and Human Genetics 18, no. 2 (2015): 138–41. http://dx.doi.org/10.1017/thg.2014.89.

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This article reports the first behavioral genetic study of relationships between alexithymia and four styles of humor: affiliative, self-enhancing, self-defeating, and aggressive. A total of 509 MZ pairs and 264 DZ pairs of twins completed the Toronto Alexithymia Scale-20 (TAS-20) and the Humor Styles Questionnaire (HSQ). Consistent with our predictions, alexithymia correlated negatively with affiliative and self-enhancing humor and positively with self-defeating and aggressive humor. All but one of the 16 phenotypic correlations that we report are significant at the 0.01 level. Also consistent with our predictions, the phenotypic correlations between alexithymia and humor styles were primarily attributable to correlated genetic factors and to a lesser extent to correlated non-shared environmental factors. Correlated shared environmental factors had no significant effect. Implications and limitations of this study are discussed.

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Leith, Karen Pezza, and Roy F. Baumeister. "Why do bad moods increase self-defeating behavior? Emotion, risk tasking, and self-regulation." Journal of Personality and Social Psychology 71, no. 6 (1996): 1250–67. http://dx.doi.org/10.1037/0022-3514.71.6.1250.

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