Study On Junior School Students Self-handicapping And The Impact Of Their Family Environment

Self-handicapping is a defensive strategy in which people create or claim obstacles before a performance in order to manipulate attributions after the performance. By using this strategy, they can guard self-worth or improve self-capability in others'eyes.The self-worth motivation theory suggests that students'learning motivations mainly lie in establishing self-worth. Self worth is mainly determined by one's or any other's perception of his capability. And one's capability is always affirmed by his success, so failure would be interpreted as low capacity. Due to competitiveness of education system, some students are destined to be deemed as failure; it's difficult for them to keep their faith in learning skills and self-worth. So they will try their best to prevent failure, even forgiving to pursuit success, in order to guard self-worth. School is the main place where students appraise their capabilities, so they tend to guard themselves or improve their images in others'eyes by adopting self-handicapping strategy.Foreign countries have made great progress on the subject of self-handicapping. In family environment, parents affect their children through social psychological mechanism. Words and deeds of parents will directly teach their children in junior high school various social experience and behavior rules. Therefore, the impact of family environment on Self-handicapping of junior high school students could not be neglected. In this study, it is aimed at understand current situations and characters of self-handicapping of present junior high school students, on the basis of previous research, research relationship between their self-handicapping and family environment, accumulate some information for self-handicapping and related factors research, as well as provide theory basis and new view for reducing self-handicapping behaviors in family education and school education practices. In this study, using questionnaires and interviews,602students in key and ordinary junior high schools in Liulin County were taken as example. Meanwhile,3students were randomly chosen from the quantitative studied students to participate in the interviews, in which it's further confirmed that there's major relationship between self-handicapping and family environment through Psychological Analysis Method. A series of quantitative research on collected data, by using the difference test, multiple linear correlations, multiple regression analysis and etc., indicates that:(1)Junior high school boys'and girls'self-handicapping tend to have a big difference. Boys'self-handicapping tendencies were significantly higher than girls'.(2)Self-handicapping varies greatly among students of different grades. Self-handicapping of students in Grade One is rather different from that of students in Grade Two or Three, while difference between Grade Two and Grade Three is not significant.(3)Family environment of middle school students varies in where they came from, their parents'educational background, and etc.(4)The self-handicapping as a whole has marked correlation with family environment. The self-handicapping has marked negative correlation with family "intimacy","feeling expression","successful","moral view of religion","intellectual", and "organization", whereas family "Contradiction" and "control" had positive correlation with it.