Dissertation > Culture, science,education, sports > Education > Educational Psychology > Teaching Psychology ( Classroom Educational Psychology )

The Characteristics of Middle School Students’ Academic Self-handicapping and Correlation Study

Author HuangShuang
Tutor GuoCheng
School Southwestern University
Course Developmental and Educational Psychology
Keywords Students Academic self-handicapping Feature Related
CLC G441
Type Master's thesis
Year 2006
Downloads 392
Quotes 15
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Academic self-handicapping is the student's academic ability in the face of a typical evaluation scenarios, in order to avoid possible negative results of pre-set emotional barriers in order to prepare in advance for the potential failure reasonable excuse behavior. Affect students' academic development as an important factor in recent years has been widespread concern in educational psychology and become a school mental health education research new topics. With the continuous development of individual self-consciousness and rising, some students gradually exhibit academic self-handicapping tendencies, while domestic current research on academic self-handicapping relatively weak, mainly through foreign measurement tools, the lack of domestic research students' academic self-handicapping . In this study, drawing on existing research results at home and abroad, based on a literature analysis, questionnaires and other research methods, the preparation of self-handicapping Students in the questionnaire and, based on the findings of middle school students, high school students analyzed the performance of academic self-handicapping Features investigated Students in self-handicapping and academic self-efficacy, coping style and attributional style. Comprehensive results of this study, the following conclusions: 1. Students in self-handicapping behavior primarily by academic self-handicapping and claimed that the two dimensions of academic self-handicapping constituted on the basis of the formation of academic self-handicapping questionnaire has good reliability and validity, reaching surveying requirements, you can examine students as Academic self-handicapping condition measurement tools. 2. Students' academic self-handicapping showing a very significant gender differences in boys than girls obviously take more academic self-handicapping strategies. 3. Students in the existence of self-handicapping extremely significant grade differences, second, third two grades of students using the peak of academic self-handicapping. 4. Focus schools and general secondary school students in the use of self-handicapping is no significant difference. 5. Like students in the use of different professional academic self-handicapping there exists a significant difference, like liberal arts students to use academic self hamper significantly less than the body disciplines like science and arts students. 6. Different achievement levels of students in the use of academic self-handicapping there exists a significant difference, with good results and high school students transported

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