摘要
本研究通过问卷法对240名小学高年级、初中、高中生进行了自我妨碍策略与学业不良的相关研究,其研究结果表明:小学高年级学生、初中生学业优秀者与学业不良者采用自我妨碍策略存在显著差异;高中生学业优秀者与学业不良者采用自我妨碍策略不存在显著差异;学业不良与自我妨碍预测因素即自我效能感、智力责任归因、自尊、抑郁存在相关,与惧怕否定没有显著相关等。
This research studied the correlation of self-handicapping strategies and learning disability of 240 students from the high grades of primary schools, junior and senior high schools by mcans of questionnaires. The following results were obtained： there was significance discrepancy in taking self-handicapping strategies between excellent students and learning disability students from high grades of primary schools and junior high schools, but no similar result was found between excellent ,students and learning disability students of senior high schools. There existed correlation between learning disability and factors of predicting ,self-handicapping, which included the sense of self-efficiency, the attribution of intelligence responsibifity, self-respect and depression, but learning disability had no significant correlation with the denial of fears.
出处
《心理科学》
CSSCI
CSCD
北大核心
2006年第3期618-620,共3页
Journal of Psychological Science
关键词
自我妨碍策略
学业不良
自我妨碍预测因素
self-handicapping strategies, learning disability, factors of predicting self-handicapping
