A Study On The Current Situation Of Self - Hindrance Of Junior Middle School Students And Their Intervention

High school is a critical period in the development of life, but also the students’high incidence of academic self-handicapping strategies.Some people not only do notwork hard in front of achievement situations, but take measures to set up obstacles tosuccess, the psychologists call it "self-handicapping."Self-handicapping affect thatstudents take the right way to learning,and maybe a negative impact on academicperformance from the long term effects. So the research of students’ academicself-handicapping is enriching theoretical needs in this field of domestic, but also areal need for students’ psychological health education research. Educators canconsciously train some students’ quality and habits to enhance its good to learncoping strategies and improve their academic performance by research.This study consists of the following parts: firstly, find out the condition ofstudents’ self-handicapping through questionnaires; secondly,find out the causes,factors of self-handicapping and formulate appropriate group guidance programaccording to the results of the survey;thirdly,recruit members of group counseling andimplement group guidance program based on the experimental plan; fourthly, discussand analyze the results of Group counseling, and give recommendations.The results in the research:Fisrtly, the level of students’self-handicapping in junior high school is in themiddle, and that indicates the majority of middle school students maybe take evasiveto cope negative results in the face of academic evaluation scenario.there aresignificant differences in gender, grade, urban and rural, parents’education, parentingstyle, but not significant differences in one child and nation.Secondly, the correlation between students’ academic self-handicapping andself-esteem, successful internal control, successful internal uncontrollable, failureinternal control, failure uncontrollable internal in junior high school is significantlynegative, but the correlation between academic self-handicapping and fear, successfulexternal uncontrollable, failure uncontrollable external is significantly positive.Thirdly,there are significant differences of measures before and after the experiment, before the experiment and three months later,the experimental group andthe control group,the experimental group and the control group in three months laterin self-esteem Scale, fear negative evaluation scale, junior high school attributionquestionnaire,that is to say group counseling is effective.