外文翻译---对学业自我妨碍的干预对策

《外文翻译---对学业自我妨碍的干预对策》由会员分享，可在线阅读，更多相关《外文翻译---对学业自我妨碍的干预对策（13页珍藏版）》请在毕设资料网上搜索。

1、附录二 The countermeasures of Academic Self-Handicapping In the 1980s, foreign education psychology researchers argue that students in failure protection ego value can produce the feeling, after the 1990s researchers from self-worth protection found Academic Self-Handicapping motives sex strategy. This

2、 paper studies the affecting factors and Self-Handicapping intervention measures were summarized, aims to provide the scientific information for school education, make the students outside school Self-Handicapping predicament, deal with the challenge of learning. The concept of Self-Handicapping stu

3、dies Self-Handicapping refers to the context, when individual achievement is facing the threat of evaluation for protection for successful self-respect, and set the obstacle of self, make a series of successful behavior. Adverse Students for withdrawal possible negative emotional results to reduce o

4、r abandon efforts behavior called academic self obstacles. Covington think students have Self-Handicapping motive, they can take failure explained as a result of the existing barriers is not because of his caused low ability. The result of Academic Self-Handicapping Self-Handicapping with the result

5、s of the actions is a contradiction complex, the specific performance of the following aspects: (1) The individual from Self-Handicapping the damage than in benefits. From the influence of achievements, long-term standpoint is a non adaptive strategies, reduce the effort and practice will reduce the

6、 possibility to succeed and damage achievements； (2) Self-Handicapping to escape, but failed to set up a barrier to success but failure become more sure； (3) Self-Handicapping is to protect self-esteem, and self-esteem became even more fragile； (4) Self-Handicapping the protective attribution mode o

7、f failure of reduced self blame, but also reduce success has brought self-efficacy； (5) In the success of the Self-Handicapping conditions, is likely to provoke students to their personality of doubt, while in failed, others will draw with laziness, the Self-Handicapping with negative personality tr

8、aits such as irresponsible； (6) The Self-Handicapping, which causes the defensive attribution mode for their academic ability is not convinced, reduce efforts, lead to low achievements and low self-efficacy, interfere with individual personality mature and psychological health. The influence factors

9、 of academic Self-Handicapping (1) The individual to the performance results importance (value) perception. The factors affect individual self-esteem in existing in importance weighted phenomenon, namely self-esteem to depend on one of his is very important in how to evaluate oneself. In individual

10、think not important things to the success or failure of little impact of self-esteem and is unlikely to arouse Self-Handicapping behavior. So the more students to be interested in study, the more think learning important, meaningful, the more impossible and the Self-Handicapping the unfavorable to l

11、earn means. The high academic achievements are students of depression, high external attribution, low self-esteem and low self-efficacy makes them easier to use Self-Handicapping strategy to protect their own value. (2) The task is sure the feedback and uniform. Research shows that: unexpected succe

12、ss or failure causes the uncertainty of the students self ability, sparking Self-Handicapping behavior. Teaching empty praise and too severe criticism and punish all belong to inconsistent evaluation feedback category. (3)The level and stability of. self-esteem Not all face uncertain feedback result

13、 the students will use Self-Handicapping strategy. Those low levels of self-esteem or unstable students more prone to self handicap, they protect themselves； avoid attention than the desire to succeed failure. Some students show self-esteem is very strong, is actually a false or defensive, unstable

14、high self-esteem, is a special case of low self-esteem. Have unstable high self-esteem in learning the students only when it smoothly for his satisfaction, but not really feel safe in self-admiration. (4) Academic self-efficacy. Students can effectively control learning ability consciousness and fai

15、th is academic self-efficacy, this kind of subjective judgment and objective ability is not always consistent. In any field, the studies found that high self-efficacy of people dont always than low self-efficacy are more ability. People with high self-efficacy are rarely use Self-Handicapping strate

16、gy, low self-efficacy people wonder whether their ability, this lets them expected oneself will fail, and the low level, and failure to frustration will spread to the other aspects of the concept of self, leading to low level of self-esteem, so it can easily lead to self handicap, seeking self prote

17、ction. (5) Attribution ways. If a person has no ability in a special mission success, the internalization of success and failure attribution mode is formations with adaptability and constructive. And the Self-Handicapping the attribution, on the contrary, they tend to defensive attribution mode, whe

18、ther it is success or failure, avoided for internal attribution. This will be for external, not the success or failure of the attribution ways hardly controllable factors raise self-efficacy and level of self-esteem. Midgley and Urdan found that person such as performance goals and performance evade

19、 type of structure of the classroom goal orientation of Self-Handicapping strategies have significant positive prediction function； Personal mission objectives and tasks of the orientation of classroom goals structure has obvious negative ego hinder to forecast effect. Intervention measures Accordin

20、g to the analysis of the above conclusions, only one learns to success in the success for internal stability ability factors, to obtain the greatest degree of pride and a sense of security, not only will externalization to reduce shame and doubt failure, can stimulate individual dares to initiate more to achieve common difficulty mission, and on the difficult task better insist on sex, more efforts, therefore, they can experience more success. This kind of self-improvement attribution mode will eliminate Self-Handicapping.