High School Students’ Academic Self-handicapping Status And Intervention Study In One Middle School

Purpose:1.To know the status of high school students’ academic self-handicapping, to explore the relations between coping style, self-accept and academic self-handicapping.2.To probe into that group consultation effects the level of high school students’ academic self-handicapping. Methods:1.Research studyUsing Middle school students’ Academic self-handicapping Questionnaire, Middle school students’ Coping-style Questionnaire and Self-accept Questionnaire, test a random sample 1500 high school students from Jishan one High School to know the present status of high school students’ academic self-handicapping and the influence factors of academic self-handicapping Simultaneously, to explore the relations between coping style, self-accept and academic self-handicapping.2.Intervention studyBased on the data of research, two classes of senior grade was randomly extracted as the intervention group and control group. They were taught by self-accept group consulting for seven lessons, 90 minutes per time, Which was worked out according to Survey findings and psychological characteristics of senior high school students.The control group was not given any intervention.3.MeasurementUsing the same questionnaires of baseline survey, the students were tested as pretest, after intervention and two months later, and then analysis the data by repeated measurement analysis of variance. Results: 1.Survey findingsThe total score of high school students’ academic self-handicapping is 25.98 ± 10.53. They were significant differences in gender level(t = 5.170, p < 0.05), grade(F = 4.037, P < 0.05), only child or not(t = 18.646, P < 0.05), local institution(F = 24.347, P < 0.05), family situation(F = 10.441, P < 0.05), parenting pattern(F = 3.234, P < 0.05) on academic self-handicapping.Simultaneously, the total score on academic self-handicapping of boys’ students is higher than girls’(P < 0.05); and the total score on academic self-handicapping and claimed self-handicapping of senior high school students is higher than grade three(P < 0.05). High school students’ coping style and self-acceptance have a significant correlation with academic self-handicapping. Coping style and self-acceptance also can predict academic self-handicapping in some certain. 2.Intervention study resultsUsing repeated measures analysis of variance for 34 people of test group and 35 people of control group to analyze the data of pretest, immediate post-test and delay post-test on academic self-handicapping, coping styles and self-acceptance various dimensions, the result shows that:(1) According to the total score of academic self-handicapping each dimension and its treatment effect of two groups shows that academic self-handicapping score(F = 15.276, P < 15.276), behavior academic self-handicapping(F = 10.250, P < 10.250), and claimed academic self-handicapping(F = 11.217, P < 0.05) significantly between groups, the treatment effect of the test group decreased significantly than control group(P < 0.05); Comparison shows that the results are further group, treatment group total scores of academic self-handicapping immediate post-test(t = 2.348, P < 0.05), delay post-test(t = 2.890, P < 0.01) lower than the pretest; Behavior academic self-handicapping instant post-test(t = 2.933, P < 0.01), delayed post-test(t = 3.147, P < 0.01) lower than the pretest; Claimed academic self-handicapping immediate post-test(t = 2.823, P < 0.01), delayed post-test(t = 3.247, P < 0.01) lower than the pretest, there was no statistically significant difference in the control group(P > 0.05).(2) According to different dimensions of Coping styles and its treatment effect, pointing to the problem of coping styles(F = 28.839, P < 0.05) significant treatment effect between groups, test group rise significantly greater than the control group(P < 0.05); Comparison shows that the results are further group, test group to problem coping styles immediate post-test(t = 4.610, P < 0.01) higher than the pretest, pointing to the emotional response immediate post-test(t = 2.536, P < 0.05) lower than the pretest, there was no statistically significant difference in the control group(P > 0.05).(3) According to the total score and the treatment effect of dimension in the two groups of self-acceptance score(F = 6.997, P < 0.05) and self assessment(F = 19.238, P < 0.001) significant treatment effect between groups, test group rise significantly greater than the control group(P < 0.05); Comparison shows that the results are further group, test group self-acceptance score immediate post-test(t = 2.355, P < 0.05), self assessment immediate post-test(t = 4.742, P < 0.001), delayed post-test(t = 2.568, P < 0.05) higher than the pretest, there was no statistically significant difference dimension of self-acceptance in the control group(P > 0.05).(4) Self-acceptance group guidance approach effectively reduces the high school students of pointing to the emotional coping styles, to improve the pointing to the problem of coping style and self-acceptance level, effectively reduce the level of students’ academic self-handicapping. Conclusions:(1) The high school students use the academic self-handicapping strategies in widespread filed and more performance for claimed academic self-handicapping. the boy in the academic self-handicapping score and its dimension degree were higher than girls, students in senior grade two in the academic self-handicapping score and claimed self-handicapping were significantly higher than the students of senior three.(2) The coping style can directly affect the academic self-handicapping and can also indirectly affect academic self-handicapping through the self-acceptance, self-acceptance as a intermediary role between the coping style and academic self-handicapping.(3) The group guidance effectively not only reduce the level of the students’ academic self and negative coping style, but also improve the high school students’ active coping styles and self-acceptance level.