The Actuality Analysis On Academic Self-handicapping Of Postgraduates And Research On Its Related With Factors

Self-handicapping is one of self-protection strategies, self-worth theory of achievement motivation consider: students' achievement behavior is to protect theirs self-worth. Self-worth mostly depends on personal perception of their ability, or the perception of ability from other people. There is two ways to protect their self-worth, one is to avoid failure, the other method is to avoid negative implication of failure, that lack of ability.The definition of self-handicapping: provide opportunity for external attribution of failure by behavior or object selection, with the result that avoid failure or escape the negative implication of failure.Whereas academic self-handicapping: when students face typical ability of academic assessment, set up in advance barrier in order to avoid possible appearing negative emotional results, so that individuals can provide in anticipation of reasonable reasons for possible failure. Self-handicapping is one of the most important factors, which affects students' academic development, it becomes educational psychologist and school worker's research hotspot in recent years. Many researches in internal and external states are aimed to primary students,middle school students and college students, but there is no self-handicapping research with postgraduates.This study is based on previous self-handicapping research achievements in home and foreign countries, we carried out to investigate academic self-handicapping of postgraduates, postgraduates academic self-handicapping scale is designed with the research methods of literature analysis,interview and inventory investigation, according to investigation results, we analys the actuality academic self-handicapping of postgraduates, and review the relationship between attribution,goal achievements and academic self-handicapping, providing certain theory for intervening of academic self-handicapping. The following conclusion can be drawn from this study:(1) Postgraduates's academic self-handicapping comprises behavioral self-handicapping and clamied academic self-handicapping.(2) The postgraduates's academic self-handicapping inventory designed in this study has been proven to be of fine reliability and validity and can be used as an effective tool to measure the postgraduates's academic self-handicapping.(3) Postgraduates's academic self-handicapping is not high, it's in the middle level.(4) There is a significant difference on grade in "behavioral self-handicapping" ,the peak time of using academic self-handicapping is grade 2 and grade 3.(5) There is no significant difference on gender and major type in academic self-handicapping.but their interaction in self-handicapping and " behavioral self-handicapping " is significant difference. After post test, science male postgraduates use academic self-handicapping more than science female postgraduates.(6) Inner attribution and outer attribution have different prediction to academic self-handicapping. High self-handicapping students are prone to use outer attribution.low self-handicapping students are prone to use inner attribution.(7) Different goal achievements have different prediction to academic self-handicapping. Performance-avoidance goal has positive prediction to academic self-handicapping, mastery-approach goal has negative prediction to academic self-handicapping, comparing to mastery-approach goal, performance-avoidance goal has more prediction, mastery-avoidance goal,performance-approach has no prediction to academic self-handicapping.(8) Inner attribution and outer attribution, performance-avoidance goal and mastery-approach goal have direct prediction to academic self-handicapping, inner attribution,outer attribution and mastery-approach goal have indirect prediction to academic self-handicapping.The study makes initial explore to postgraduates academic self-handicapping, researches the influence that different achievement goals and attributions to academic self-handicapping, making theories perfect in achievements and attributions research.