High School Students Of Perfectionism, Academic Self-handicapping, And Of The Relationship Between School Adjustment

Perfectionism as one kind of personality characteristic and a thinking mode has caused concern of more and more scholars. Academic self-handicapping refers to the action of creating impediments that students take in advance when facing academic ability appraisal situation in order to prepare reasonable excuse for the potential failure, which enables the students to protect self-worth. School adaptation reflects the adaptive condition of students’school life. Perfectionism and academic self-handicapping may impact school adaptation. The purpose of this research is to investigate the feature and current situation of perfectionism, academic self-handicapping and school adaptation, and to move forward a single step to discuss the relationship among them. We can put forward some target-oriented proposals to reduce the behavior of academic self-handicapping in the practice of education so that we can improve students’school adaptability.The study carried out with the method of questionnaire.421senior high school students coming from a middle school of Tianjin took part in this study. According to the statistics of the data, the main conclusions are as follows:1. There is significant difference on gender in senior high school students’ perfectionism, academic self-handicapping and school adaptation. And male students’ scores of perfectionism and academic self-handicapping are higher than female students’, but female students’score of school adaptation is higher the male students’.2. There is significant difference on grade in senior high school students’ perfectionism, academic self-handicapping and school adaptation. And the scores of perfectionism and academic self-handicapping of grade2are higher than grade1, but the score of school adaptation of grade1is higher than grade2.3. There is significant difference on parental rearing pattern in senior high school students’perfectionism, academic self-handicapping and school adaptation.4. There is significant difference on perception to academic performance in senior high school students’perfectionism and academic school adaptation. But there is no significant difference on this variable in academic self-handicapping. 5. The total score of perfectionism and its dimensions of concern about mistakes, parental expectation and doubt of action have significantly positive correlation with the total score of academic self-handicapping and its dimensions of behavioral academic self-handicapping and claimed academic self-handicapping. The dimension of organization has significantly negative correlation with the total score of academic self-handicapping and its dimensions of behavioral academic self-handicapping and claimed academic self-handicapping. The total score of academic self-handicapping and its dimensions have significantly negative correlation with the total score of school adaptation and its dimensions. The total score of perfectionism has no significant correlation with the total score of school adaptation and its dimensions of school attitudes and conventional adaptation, but it has significantly negative correlation with the dimensions of companion relationship, relationship with teacher and academic adaptation.6. Senior high school students’perfectionism can predict their academic self-handicapping and school adaptation, and academic self-handicapping can predict school adaptation.