A Study On The Relationship Among Academic Self-handicapping, Academic Self-efficacy, Achievement Attribution Style And Academic Achievement In High School's Students

Academic self-handicapping refers to the strategies that students set up obstacles or claim barriers in advance when facing typical academic ability appraisal situation, in order to avoid the negative impact of poor performance in the future, especially the loss of their ability image, which will impede the completion of academic tasks. For students, school is such a direct, realistic and typical evaluation circumstances, and the score has great significance, that, academic self-handicapping as a negative ex-control strategies can get profit to students meanwhile it is not conducive to show their potential and make effort.Abroad study of academic self-handicapping is in the context of physical education mostly, and there is not final conclusion about the relation of academic self-handicapping and academic performance in the domestic researches. Based on the previous researches at home and abroad, making high school students as subjects, we analyze the relationship between academic achievement and academic self-handicapping (behavioral academic self-handicapping and claimed academic self-handicapping), academic self-efficacy, attribution style (the two scenarios of success and failure). After descriptive statistics, correlation research, analysis of variance and regression, the following conclusion can be drawn from this study:1. Compared with claimed academic self-handicapping, high school students tend to use more behavioral academic self-handicapping. There are not significant differences on grade in the high-school students' use of academic self-handicapping.2. There is a significant difference on gender in the academic self-handicapping, male make use of more academic self-handicapping than female. Male use more behavioral academic self-handicapping than female, and there are not significant differences on gender in the claimed academic self-handicapping.3. There is a significant difference on the attribution tender under the different situations of success and failure, and in the internal or external point of view, high-school students tend to apply internal attribution. In the scene point, high-school students are more willing to do positive evaluation for successful results, and do negative appraisal for dissatisfied score.4. External attribution of failure and academic self-efficacy can predict behavioral academic self-handicapping. Academic self-efficacy and internal attribution of failure can predict claimed academic self-handicapping. Behavioral academic self-handicapping can predict academic achievement, but the claimed cannot.5. High-school students'academic self-efficacy, external attribution of failure has direct impact on academic self-handicapping. External attribution of failure can affect academic self-handicapping indirectly through academic self-efficacy.6. Academic self-efficacy, external attribution of failure and behavioral academic self-handicapping can predict high-school students'academic achievement directly. Academic self-efficacy and external attribution of failure can predict academic achievement indirectly by behavioral academic self-handicapping.