摘要
目的:通过总结国内外关于学业自我设限定义、相关变量和自我设限量表等的研究成果,以促进学业自我设限的进一步研究和学生心理健康教育。资料来源:应用计算机检索EBSCOhost数据库1984-09/2005-12和ProQuest数据库1993-02/2005-09期间与学业自我设限相关的文章,检索词为“self-handicapping”,限定文章语种为English。同时计算机检索相关杂志2000-01/2005-01期间的与学业自我设限相关文章,限定文章语种为中文,检索词为“自我设限(自我妨碍)”。资料选择:纳入标准是与学生学业高度相关的自我设限文章,以为实验研究类文章为主,但是由于目前国内实证研究相对较少,因此以实验研究类文章为主,同时包括综述性文章。资料提炼:共收集128篇关于自我设限方面的研究文献,根据纳入标准,排除与学业自我设限关系不大的91篇,共37篇文献纳入分析。资料综合:学业自我设限可以分为3种类型:行为的或获得的自我设限、声称的或自陈的自我设限以及抬举他人,或者两种类型:特质自我设限和情景自我设限。与学业自我设限相关变量包括自尊、性别、情景、动机等。自从Jones首先编制出自我设限量表以来,自我设限量表得到了进一步的完善和发展。结论:在教育背景中,学生常无意识或在怀疑自己能力时运用自我设限策略,学业自我设限是一种常见的自我保护策略。
OBJECTIVE： The paper introduced the definition, relative variables and self-handicapping seale at home and abroad, so as to promote the research of academic self-handicapping and the healthy education to student. DATA SOURCES： The relevant articles to academic self-handicapping published in English from September 1984 to December 2005 were searched for in EBSCOhost database and from February 1993 to September 2005 in ProQuest database with computer by the keyword of ＂self- handicapping＂. Meanwhile, Chinese relevant articles published from January 2000 to January 2005 were searched for in related journals with the sarne-keyword in Chinese. STUDY SELECTION： Inclusive criteria： those self-handicapping articles that have highly correlation with student academy. Most articles were experimental study, but, the demonstration is few at home, so most were experimental study, and reviews were also involved. DATA EXTRACTION： Totally 128 articles about self-handicapping were collected. According to the inclusive criteria, 91 articles were excluded for those articles were not highly correlated with academic self-handicapping, and totally 37 articles were used for the summarization. DATA SYNTHESIS： Academic self-handicapping can be classified into three types： behavioral or acquired self-handicapping claimed or self-reported self-handicapping, and other-enhancement, or two types： trait self-handicapping or situational self-handicapping. Those variables that were correlated with academic self-handicapping include self- esteem, gender, situation, motive and so on. Since Jones compiled the first self-handicapping scale, which had more modificatory and development. CONCLUSION： In educational settings, students usually use self- handicapping strategy unconsciously or to be initiated when doubtful about one＇s capabilities. Self-handicapping is a familiar self-protective strategy.
出处
《中国临床康复》
CSCD
北大核心
2006年第6期107-110,共4页
Chinese Journal of Clinical Rehabilitation
