The Influence Of Locus Of Control On Self-handicapping And Learning Achievements Of Middle School Students

Self-handicapping is such a strategy as deliberately reducing effort or exaggerating the difficulty to success before the performance by which the self-handicapping can protect their self-worth. The foreign country's research on it have achieved great success, however, there are few research in domestic. Based on the previous literatures, the research aims to get to know the characteristic and the situation of self-handicapping in the middle school.The research studies middle school students by the questionnaire and experiment and explores the differences of self-handicapping among different gender and grades, validates the relationships between self-handicapping and locus of control, learning achievements. The conclusions are as follows:1. There is no significant gender differences in behavioral self-handicapping and self-reported self-handicapping .2.There is significant differences of self-handicapping among different grades, that is, higher grades have the more self-handicapping than lower grades.3. Externally control of students strategically used more self-handicapping than internal control of students.4. The research proves the differences of self-handicapping between the middle school students of different locus of control. No matter boys and girls, locus of control and self-handicapping have influence in learning achievements on the one hand, on the other hand, locus of control has indirect influence via self-handicapping.5. When provided with only a single self-handicapping option, more externally control of students strategically used that self-handicapping as a potential excuse for poor performance. When subjects were provided with equally plausible behavioral and self-reported handicaps, external control of students clearly opted for the self-handicap.Based on the findings above, we explore the correspond educational intervention measures. We can control self-handicapping by attribution training and successful education to enhance the middle school students, academic self-efficacy and the second grade is a focus of educational intervention.