師朝軍 嚴純順 周雪 陳越 張婧璐

摘 要 為探討大學生學業自我設限的一些影響因素,使用問卷測量573名大學生的父母教養方式、學業自我效能感、成就目標定和學業自我設限,結果表明:(1)學業自我設限與情感溫暖類型的父母教養方式呈顯著負相關,與拒絕類型的父母教養方式和過度保護的父母教養方式呈顯著正相關;(2)學業自我設限與成績趨近目標相關不顯著,與掌握回避和成績回避目標呈顯著正相關,與掌握趨近目標呈顯著負相關;(3)學業自我效能感與學業自我設限呈顯著負相關,對其的預測力也最強。
關鍵詞 學業自我設限 大學生 自我效能感 父母教養方式 成就目標定向
中圖分類號:G642? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?文獻標識碼:A? DOI:10.16400/j.cnki.kjdkz.2020.02.086
Abstract To investigate some influence factors of college students' academic self-handicapping, using questionnaire to measure 573 college students of the parents' upbringing, academic self-efficacy, achievement goal, the results show that: (1) Academic self-handicapping and emotional warmth type parents upbringing, has negative correlation with the rejection of the type of parents upbringing and excessive protection of parents upbringing was significantly positively related; (2) There is no significant correlation between academic self-handicapping and achievement approaching goal, but there is a significant positive correlation between academic self-handicapping and achievement avoiding goal, and a significant negative correlation between academic self-handicapping and achievement approaching goal. (3) Academic self-efficacy is significantly negatively correlated with academic self-handicapping, and has the strongest predictive power.
Keywords academic self-handicapping; college students; self-efficacy; parenting style; achievement goal orientation
0 前言
學業自我設限是指學生為了避免或減少因學業失敗而引起的他人對自己能力低下的消極評價,而采取一些將失敗原因外在化的行為,如故意拖延學習、減少努力程度等(Covington,1992)。已有研究表明,人們使用自我設限或是出于保護自身價值,或是維護自己的形象。在學校這樣典型的成就場景中,學生的能力和智力會通過他們作業完成情況、考試成績等反映出來。由于老師和眾多同學在場,學生也傾向于使用自我設限來保護自身價值或維護自己的形象,所以在學校會有許多自我設限的情況發生。已有研究表明,某些自我設限的實際行為比如減少練習或服用藥物會真正損害學業成績,使自我設限者成功的可能性降低?!?br>