大学生自我妨碍及其影响因素研究
发布时间：2018-09-07 16:09
【摘要】： 自我妨碍是在成就情境中个体的一种预先行为,其目的是为自己潜在的失败创造条件——合理的借口,而使将来不至于用自己缺乏能力来解释自己的失败。学校是一种典型的成就情境,因此,国内、外很多学者都很关注大学生的自我妨碍状况,但研究多见于自陈式自我妨碍,而且更多关注的是自尊、成就动机、成就目标等对大学生自我妨碍的影响,对于人格特征对自我妨碍的影响只有一篇是研究应届考研学生的,而关于自我效能、归因方式对大学生自我妨碍影响的研究尚未见。 本研究运用问卷调查法、实验法和访谈法对大学生自陈式自我妨碍和行为式自我妨碍的基本情况以及自我效能、成就目标、归因方式、人格特征对二者的影响进行了研究。 1.问卷研究和实验研究表明: (1)在自陈式自我妨碍上,男生、女生不存在性别差异,在行为式自我妨碍上,当以练习时间为指标时,不存在性别差异,当以练习数量为指标时,存在性别差异,女生的练习数量多于男生,即男生的自我妨碍行为要多于女生。 (2)大学生的自陈式自我妨碍和行为式自我妨碍策略都不存在年级和学科性质的差异。 (3)自我效能对自陈式自我妨碍有显著的负向预测作用,其关系拟合三次方程曲线;自我效能对行为式自我妨碍没有显著影响。 (4)趋近型成绩目标和掌握目标都与自陈式自我妨碍都存在线性关系,趋近型成绩目标对自陈式自我妨碍有显著的正向预测作用,掌握目标对自陈式自我妨碍有显著的负向预测作用,回避型成绩目标也对自陈式自我妨碍有显著的正向预测作用,其关系拟合三次方程曲线。三者中,掌握目标对自陈式自我妨碍的预测力最强,其次是回避型成绩目标,趋近型成绩目标的预测力最弱。成就目标的三个分维度与练习时间之间相关都不显著;趋近型成绩目标、回避型成绩目标与练习数量之间相关都不显著;掌握目标与练习数量之间存在线性关系,掌握目标对练习数量有显著的正向预测作用。 (5)归因方面,外控性高者的自陈式自我妨碍水平明显高于外控性低者的自陈式自我妨碍水平,自陈式自我妨碍与努力归因、情境归因、运气归因之间都存在线性关系,努力归因对自陈式自我妨碍有显著负向预测作用,情境归因对自陈式自我妨碍有显著正向预测作用,运气归因对自陈式自我妨碍有显著正向预测作用,能力归因对自陈式自我妨碍没有显著影响;归因方式对行为式自我妨碍没有显著影响。 (6)人格特征方面:神经质N对自陈式自我妨碍有显著的正向预测作用,内外向E、精神质P和掩饰性L对自陈式自我妨碍没有显著影响;内外向E、精神质和P神经质N和掩饰性L对行为式自我妨碍没有显著影响。 (7)两种行为式自我妨碍指标之间存在显著的相关;练习时间与自陈式自我妨碍之间相关不显著;练习数量与自陈式自我妨碍之间呈显著的负相关,练习数量是比练习时间优化的行为式自我妨碍指标。 2.质性访谈,除了对上述实验和问卷研究的结论进行了回应外,还得出以下结论: (1)总体而言,存在严重自陈式自我妨碍和行为式自我妨碍的大学生只是少数,大多数大学生自我妨碍水平不高;大学生自我妨碍的具体方式多样化,更多人采用的是自陈式自我妨碍,采用行为式自我妨碍的很少。 (2)自我妨碍程度比较严重的学生对自己的自我妨碍状况有着比较明确的觉知,其动机往往是双重的,既保护自己心目中的能力形象,也为了保护自己在他人心目中的能力形象。 (3)自我妨碍的结果是造成学生学业成绩不理想,对个别学生确实起到暂时维护心理平衡的作用,但更多学生在自我妨碍时内心又是非常痛苦的。
[Abstract]:Self-handicapping is an individual's pre-action in the context of achievement, whose purpose is to create a reasonable excuse for his potential failure, so as not to use his own lack of ability to explain his failure in the future. However, most of the researches focus on self-reported self-handicapping, and pay more attention to the influence of self-esteem, achievement motivation and achievement goal on college students'self-handicapping. There is only one research on the influence of personality traits on Self-handicapping of new postgraduate students, and the research on the influence of self-efficacy and attribution style on college students' self-handicapping. No research has yet been done.
In this study, questionnaires, experiments and interviews were used to study the effects of self-reported self-handicapping and behavioral self-handicapping on college students'self-efficacy, achievement goals, attribution style and personality traits.
1. questionnaire research and experimental research show that:
(1) In self-reported self-handicapping, there is no gender difference between boys and girls. In behavioral self-handicapping, there is no gender difference when the practice time is taken as the index. When the number of practice is taken as the index, there is gender difference. Girls practice more than boys, that is, boys have more self-handicapping behavior than girls.
(2) There is no difference in grade and subject nature between self-reported self-handicapping and behavioral self-handicapping.
(3) Self-efficacy had a significant negative predictive effect on self-reported self-handicapping, and its relationship fitted cubic equation curve; self-efficacy had no significant effect on self-reported self-handicapping.
(4) There was a linear relationship between proximal achievement goal and mastery goal and self-reported self-handicapping, proximal achievement goal had a significant positive predictive effect on self-reported self-handicapping, mastery goal had a significant negative predictive effect on self-reported self-handicapping, and avoidance achievement goal had a significant positive effect on self-reported self-handicapping. Among the three, mastery goal had the strongest predictive power for self-reported self-handicapping, followed by avoidance goal, and approaching goal had the weakest predictive power. There is no significant correlation between the number of exercises, and there is a linear relationship between mastery goals and the number of exercises.
(5) As for attribution, the self-reported self-handicapping level of those with high external control was significantly higher than that of those with low external control. There was a linear relationship between self-reported self-handicapping and effort attribution, situation attribution and luck attribution. Effort attribution had a significant negative predictive effect on self-reported self-handicapping. Self-handicapping had significant positive predictive effect, luck attribution had significant positive predictive effect on self-reported self-handicapping, ability attribution had no significant effect on self-reported self-handicapping, and attribution style had no significant effect on behavioral self-handicapping.
(6) Personality characteristics: Neuroticism N had significant positive predictive effect on self-reported self-handicapping, introversion E, psychoticism P and disguised L had no significant effect on self-reported self-handicapping, introversion E, psychoticism P, disguised L had no significant effect on behavioral self-handicapping.
(7) There was a significant correlation between the two behavioral self-handicapping indicators; there was no significant correlation between exercise time and self-reported self-handicapping; there was a significant negative correlation between the number of exercises and self-reported self-handicapping; and the number of exercises was an optimal behavioral self-handicapping indicator than the practice time.
2. Qualitative interviews, in addition to responding to the conclusions of the above experiments and questionnaires, draw the following conclusions:
(1) Generally speaking, only a small number of college students have serious self-reported self-handicapping and behavioral self-handicapping, and most of them have low self-handicapping level. The specific ways of self-handicapping are diversified, and more of them use self-reported self-handicapping, while few adopt behavioral self-handicapping.
(2) Students with more serious self-handicapping have a clear awareness of their self-handicapping, and their motivation is often dual, which not only protects their own image of competence, but also protects their image of competence in the eyes of others.
(3) The result of self-handicapping is that students'academic performance is unsatisfactory, and it does play a temporary role in maintaining psychological balance for individual students, but more students suffer from self-handicapping.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：B844.2
本文编号：2228750
[Abstract]:Self-handicapping is an individual's pre-action in the context of achievement, whose purpose is to create a reasonable excuse for his potential failure, so as not to use his own lack of ability to explain his failure in the future. However, most of the researches focus on self-reported self-handicapping, and pay more attention to the influence of self-esteem, achievement motivation and achievement goal on college students'self-handicapping. There is only one research on the influence of personality traits on Self-handicapping of new postgraduate students, and the research on the influence of self-efficacy and attribution style on college students' self-handicapping. No research has yet been done.
In this study, questionnaires, experiments and interviews were used to study the effects of self-reported self-handicapping and behavioral self-handicapping on college students'self-efficacy, achievement goals, attribution style and personality traits.
1. questionnaire research and experimental research show that:
(1) In self-reported self-handicapping, there is no gender difference between boys and girls. In behavioral self-handicapping, there is no gender difference when the practice time is taken as the index. When the number of practice is taken as the index, there is gender difference. Girls practice more than boys, that is, boys have more self-handicapping behavior than girls.
(2) There is no difference in grade and subject nature between self-reported self-handicapping and behavioral self-handicapping.
(3) Self-efficacy had a significant negative predictive effect on self-reported self-handicapping, and its relationship fitted cubic equation curve; self-efficacy had no significant effect on self-reported self-handicapping.
(4) There was a linear relationship between proximal achievement goal and mastery goal and self-reported self-handicapping, proximal achievement goal had a significant positive predictive effect on self-reported self-handicapping, mastery goal had a significant negative predictive effect on self-reported self-handicapping, and avoidance achievement goal had a significant positive effect on self-reported self-handicapping. Among the three, mastery goal had the strongest predictive power for self-reported self-handicapping, followed by avoidance goal, and approaching goal had the weakest predictive power. There is no significant correlation between the number of exercises, and there is a linear relationship between mastery goals and the number of exercises.
(5) As for attribution, the self-reported self-handicapping level of those with high external control was significantly higher than that of those with low external control. There was a linear relationship between self-reported self-handicapping and effort attribution, situation attribution and luck attribution. Effort attribution had a significant negative predictive effect on self-reported self-handicapping. Self-handicapping had significant positive predictive effect, luck attribution had significant positive predictive effect on self-reported self-handicapping, ability attribution had no significant effect on self-reported self-handicapping, and attribution style had no significant effect on behavioral self-handicapping.
(6) Personality characteristics: Neuroticism N had significant positive predictive effect on self-reported self-handicapping, introversion E, psychoticism P and disguised L had no significant effect on self-reported self-handicapping, introversion E, psychoticism P, disguised L had no significant effect on behavioral self-handicapping.
(7) There was a significant correlation between the two behavioral self-handicapping indicators; there was no significant correlation between exercise time and self-reported self-handicapping; there was a significant negative correlation between the number of exercises and self-reported self-handicapping; and the number of exercises was an optimal behavioral self-handicapping indicator than the practice time.
2. Qualitative interviews, in addition to responding to the conclusions of the above experiments and questionnaires, draw the following conclusions:
(1) Generally speaking, only a small number of college students have serious self-reported self-handicapping and behavioral self-handicapping, and most of them have low self-handicapping level. The specific ways of self-handicapping are diversified, and more of them use self-reported self-handicapping, while few adopt behavioral self-handicapping.
(2) Students with more serious self-handicapping have a clear awareness of their self-handicapping, and their motivation is often dual, which not only protects their own image of competence, but also protects their image of competence in the eyes of others.
(3) The result of self-handicapping is that students'academic performance is unsatisfactory, and it does play a temporary role in maintaining psychological balance for individual students, but more students suffer from self-handicapping.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：B844.2
【相似文献】
相关硕士学位论文 前3条
1 孟婷婷;大学生自我妨碍的研究[D];河海大学;2006年
2 张美叶;武术考试中大学生自我效能感及自尊对自我妨碍影响的研究[D];上海师范大学;2006年
3 杨秀文;大学生自我妨碍及其影响因素研究[D];华东师范大学;2008年
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