Artículos de revistas
Self-handicapping Strategies For Learning Of Preservice Teachers [estratégias Autoprejudiciais à Aprendizagem De Professores Em Formação]
Registro en:
Estudos De Psicologia (campinas). Puc De Campinas, v. 32, n. 3, p. 417 - 425, 2015.
0103166X
10.1590/0103-166X2015000300007
2-s2.0-84944203629
Institución
Resumen
The aim of the study was to investigate self-handicapping strategies applied by students in an academic context and to analyze the relationship between the use of these strategies and the students’ gender, age and course year. The sample consisted of 164 students of both genders aged 18 to 48 years and enrolled in the second and fourth years of the undergraduate program in pedagogy at Brazilian public universities. The data were collected through open-ended questions and a self-reported Likert scale instrument. Students reported applying several self-handicapping strategies, such as procrastination and not reading the recommended texts. Young students and women reported a more frequent use of these strategies. The importance of identifying the self-handicapping behavior of college students is discussed in this article. © 2015, PUC de Campinas. All rights reserved. 32 3 417 425 Alter, A., Forgas, J., On being happy but fearing failure: The effects of mood on self-handicapping strategies (2007) Journal of Experimental Social Psychology, 43 (6), pp. 947-954 Berglas, S., Jones, E.E., Drug choice as a selfhandicapping strategy in response to noncontingent success (1978) Journal of Personality and Social Psychology, 36 (4), pp. 405-417 Boruchovitch, E., Ganda, D., Escala de estratégias autoprejudiciais para alunos universitários: Validade de construto e propriedades psicométricas (2013) VI Congresso Brasileiro de Avaliação Psicológica, , Maceió, AL Coudevylle, G.R., Martin Ginis, K.A., Famose, J., Gernigon, C., An experimental investigation of the determinants and consequences of self-handicapping strategies across motivational climates (2009) European Journal of Sport Science, 9 (4), pp. 219-227 Ferrari, J., Tice, D., Procrastination as a self-handicap for men and women: A task- avoidance in a laboratory setting (2000) Journal of Research in Personality, 34 (1), pp. 73-83 Finez, L., Sherman, D.K., Train in vain: The role of the self in claimed self-handicapping strategies (2012) Journal of Sport and Exercise Psychology, 34 (2), pp. 600-620 Gadbois, S.A., Sturgeon, R.D., Academic selfhandicapping: Relationships with learning specific and general self-perceptions and academic performance over time (2011) British Journal of Educational Psychology, 81 (2), pp. 207-222 Ganda, D.R., (2011) Atribuições de causalidade e estratégias autoprejudiciais de alunos de curso de formação de professores, , (Disertação de mestrado não-publicada). Universidade Estadual de Campinas Graham, J., Tisher, R., Ainley, M., Kennedy, G., Staying with the text: The contribution of gender, achievement orientations and interest to students' performance on a literacy task (2008) Educational Psychology, 28 (7), pp. 757-776 Harris, R.N., Snyder, C.R., Higgins, R.L., Schrag, J.L., Enhancing the prediction of self-handicapping (1986) Journal of Personality and Social Psychology, 51 (6), pp. 1191-1199 Hendrix, K.S., Hirt, E.R., Stressed out over possible failure: The role of regulatory fit on claimed self-handicapping (2009) Journal of Experimental Social Psychology, 45 (1), pp. 51-59 Hirt, E.R., Deppe, R.K., Gordon, L.J., Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction (1991) Journal of Personality and Social Psychology, 61 (6), pp. 981-991 Hirt, E.R., McCrea, S.M., Boris, H.I., 'I know you self-handicapped last exam': Gender differences in reactions to self-handicapping (2003) Journal of Personality and Social Psychology, 84 (1), pp. 177-193 Hirt, E.R., McCrea, S.M., Kimble, C.E., Public self-focus and sex differences in behavioral selfhandicapping (2000) Personality and Social Psychology Bulletin, 26 (9), pp. 1131-1141 Kolditz, T.A., Arkin, R.M., An impression management interpretation of the self-handicapping strategy (1982) Journal of Personality and Social Psychology, 43 (3), pp. 492-502 Lay, C.H., Knish, S., Zanatta, R., Self-handicappers and procrastinators: A comparison of their practice behavior prior to an evaluation (1992) Journal of Research in Personality, 26 (3), pp. 242-257 Leary, M.R., Shepperd, J.A., Behavioral selfhandicaps versus self-reported handicaps: A conceptual note (1986) Journal of Personality and Social Psychology, 51 (6), pp. 1265-1268 Leondari, A., Gonida, E., Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals (2007) British Journal of Educational Psychology, 77 (3), pp. 595-611 Martin, A., Marsh, H., Debus, R., Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective (2001) Journal of Educational Psychology, 93 (1), pp. 87-102 Martin, A.J., Marsh, H.W., Williamson, A., Debus, R.L., Self-Handicapping, defensive pessimism and goal orientation: A qualitative study of university students (2003) Journal of Educational Psychology, 95 (3), pp. 617-628 McCrea, S., Self-handicapping, excuse making, and counterfactual thinking: Consequences for self-esteem and future motivation (2008) Journal of Personality and Social Psychology, 95 (2), pp. 274-292 McCrea, S., Hirt, E.R., Hendrix, K.L., Milner, B.J., Steele, N.L., The worker scale: Developing a measure to explain gender differences in behavioral self-handicapping (2008) Journal of Research in Personality, 42 (4), pp. 949-970 Prieto, G., Muñiz, J., (2000) Um modelo para evaluar la calidad de los tests utilizados em España., , http://www.cop.es/tests/modelo.htm, Madrid, Espanha: Papeles Del Psicólogo. Recuperado em abril 20, 2013 Schraw, G., Wadkins, T., Olafson, L., Doing the things we do: A grounded theory of academic procrastination (2007) Journal of Educational Psychology, 99 (1), pp. 12-25 Schwinger, M., Stiensmeier-Pelster, J., Prevention of self-handicapping: The protective function of mastery goals (2011) Learning and Individual Differences, 21 (6), pp. 699-709 Seli, H., Dembo, M.H., Crocker, S., Self in self-worth protection: The relationship of possible selves and selfprotective strategies (2009) College Student Journal, 43 (3), pp. 1-9. , http://lawjournals-books.vlex.com/vid/relationship-selvesprotective-strategies-68231899, Retrieved in November 20, 2012 Smith, J.L., Hardy, T., Arkin, R., When practice doesn't make perfect: Effort expenditure as an active behavioral self-handicapping strategy (2009) Journal of Research in Personality, 43 (1), pp. 95-98 Stipek, D.J., (1988) Motivation to learn: From theory to practice, , Englewood Cliffs, NJ: Prentice Hall Tice, D.M., Baumeister, R.F., Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling (1997) Psychological Science, 8 (6), pp. 454-458 Urdan, T., Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures and culture (2004) Journal of Educational Psychology, 96 (2), pp. 251-264 Zanatto, R., (2007) Perfil motivacional de alunos de arquitetura: Um estudo exploratório, , (Dissertação de mestrado não-publicada). Universidade Estadual de Londrina Zimmerman, B.J., Enhancing students' academic responsibility and achievement: A social-cognitive self-regulatory account (2006) Optimizing student success in school with the other three Rs: Reasoning, resilience, and responsibility, pp. 179-197. , R. J. Sternberg & R. Subotnik (Eds.), Greenwich, CT: Information Age Zimmerman, B.J., Schunk, D.H., Self-regulating intellectual processes and outcomes: A Social cognitive perspective (2004) Motivation, emotion and cognition: Integrative perspectives on intellectual development and functioning, pp. 323-350. , D. Y. Dai & R. J. Sternberg (Orgs.), Mahwah: Lawrence Erlbaum Associates