Preliminary Study On The University Student’Self-Handicapping:Questionnaire And Actuality

In this study,students were selected as research objects from universities. by way of open questionnaire and interview for university students’ self-handicapping motives and performance to carry on the investigation, the rich self-handicapping motives types and performance type. At the same time by the college students’ self-handicapping of college students’ questionnaires of self-handicapping condition for further investigation, in order to better promote the all-round development of college students. The research results shows that:(1) College students’ self-handicapping from the structure of motives and behavior patterns in both directions division. One motive structure can be divided into five dimensions:strategies, fear of failure, afraid of success, self lost, control needs; And behavior pattern can be divided into three levels, six dimensions:says self-handicapping, says in the attribution of the self-handicapping behavior, the attribution within the self-handicapping behavior, the attribution of the self-handicapping, practical attribution, imagine others had advanced to others.(2) This study of college students in the self-handicapping questionnaire has good reliability and validity and model fitting degree, and can be used for measuring the self-handicapping effective tool of college students. This questionnaire contains32projects, the total of six dimensions. Since the project adopt the Likert scale method of five, the higher the score of the scale of the self-handicapping said the more serious tendency.(3) From the whole of college students tend to see the self-handicapping or higher, self-handicapping behavior exists in college students’ group. Among them each dimension average size is as follows:claims in the self-handicapping attribution (4.376)> within the self-handicapping behavior attribution (3.912)> says the attribution self-handicapping (3.906)> imagine exalt others (3.843)> actual exalt others (2.740)> the attribution of the self-handicapping behavior (1.128).(4) College students’ self-handicapping were significant differences in gender, the family is located, whether they are the only children, whether the cadres and the grade, the professional type.