This study examined the use of self-handicapping and defensive pessimism strategies in an Asian American college student population. The analysis of these defensive academic strategies, in a student population that has not been widely examined, was conducted in order to investigate the cultural and familial factors related to their use. A multi-method approach was utilized.; A sample of 141 Asian American college students completed a 279-item survey assessing their use of self-handicapping, defensive expectation, and reflectivity strategies in both math and reading/writing domains. Subjects also evaluated the parental authority style of their mother and father, and completed items that measured their levels of perfectionism and test anxiety. Three subjects, scoring either low or high in self-handicapping, defensive expectations, and/or reflectivity, participated in a series of interviews to more fully examine the nature of using defensive academic strategies.; Self-handicapping was negatively correlated to GPA, while perfectionism was positively related to self-handicapping, defensive expectations, and reflectivity. Subjects' generation in the U.S. was positively related to GPA, but negatively correlated to perfectionism and parental criticism. Results of the mediation analyses showed that perfectionism totally mediated the relationship between paternal parenting style and self-handicapping, and partially mediated the relationship between paternal parenting style and defensive expectations. Perfectionism also had a significant suppressing effect on fathers' parental styles and reading reflectivity, and between mothers' parental style and self-handicapping, defensive expectations, and reflectivity.; Interview analysis indicated a complex relationship between parental style, perfectionism, and use of defensive academic strategies. Subjects with high self-handicapping and defensive expectations expressed fear of failure and doubts about their past decisions and future opportunities. Parental and personal expectations were influential in the use of these defensive strategies.; Results from this study indicated that perfectionism is a more salient factor in the use of self-handicapping and defensive pessimism. However, parental style may be influential in the development of perfectionistic tendencies in students. Asian American students, in particular, may also feel pressure to fulfill the model minority stereotype. Further research is needed to explore these parent, child, and performance interactions and cultural differences in students' use of defensive academic strategies.
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