1) self-handicapping strategies
自我妨碍策略
1.
This research studied the correlation of self-handicapping strategies and learning disability of 240 students from the high grades of primary schools, junior and senior high schools by means of questionnaires.
本研究通过问卷法对240名小学高年级、初中、高中生进行了自我妨碍策略与学业不良的相关研究,其研究结果表明:小学高年级学生、初中生学业优秀者与学业不良者采用自我妨碍策略存在显著差异;高中生学业优秀者与学业不良者采用自我妨碍策略不存在显著差异;学业不良与自我妨碍预测因素即自我效能感、智力责任归因、自尊、抑郁存在相关,与惧怕否定没有显著相关等。
2) Self-handicapping
自我妨碍
1.
Relationship Among Self-esteem,Achievement Goal and Self-handicapping of Senior High School Students;
自尊、成就目标与高中生自我妨碍的关系
2.
A Study on College Students Self-handicapping and Its Relationship with Big-five Personality and Emotional Intelligence;
大学生自我妨碍及其与大五人格、情绪智力的关系研究
3.
The Influnce of Noncontingent Reinforcement and Task s Difficulty on Self-handicapping Behaviour;
非依随性强化、任务难度对自我妨碍行为的影响研究
3) Academic self-handicapping
学业自我妨碍
1.
In recent years,researches on academic self-handicapping have become a new tendency in the area of self-handicapping.
近年来学业自我妨碍成为自我妨碍研究领域的新动向,我国学者也从不同的方面对学业自我妨碍进行研究。
2.
260 college students achievement goal orientation, uncertain personal control,self-esteem and academic self-handicapping were studied through the questionnaire in order to investigate the relationship between achievement goal orientation,uncertain personal control,self-esteem and academic self-handicapping.
采用问卷法对260名大学生进行成就目标、不可控制感、自尊与学业自我妨碍关系研究调查,探讨大学生学业自我妨碍与其成就目标取向、不可控感、自尊间的关系。
3.
The present study investigated the relationship between classroom structures, personal goal orientation, self-efficacy, value and academic self-handicapping by the method of SEM.
以216名初中二年级学生为被试,采用协方差结构模型对成就目标、自我效能、价值与学业自我妨碍的关系进行研究。
4) factors of predicting self-handicapping
自我妨碍预测因素
5) self strategy
自我策略
6) Do not hinder me .
不要妨碍我。
补充资料：妨碍
使事情不能顺利进行；阻碍：大声说话～别人学习ㄧ这个大柜子放在过道里，～走路。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条