【導(dǎo)讀】的因素，以此佐證前人的研究。方法使用自我妨礙問卷對(duì)221名大學(xué)生為被試，探討學(xué)。業(yè)自我妨礙的影響。有顯著的預(yù)測(cè)作用，對(duì)體育成績(jī)的預(yù)測(cè)弱于智育成績(jī)。對(duì)于德育成績(jī)則沒有顯著的預(yù)測(cè)作。的專業(yè)差異，即文科學(xué)生得分高于理科學(xué)生。而年級(jí)方面差異不存在顯著性。一般而言，學(xué)校是一個(gè)充滿競(jìng)爭(zhēng)的情境。在這種情境中，對(duì)大多數(shù)學(xué)生來說，保護(hù)他。們的能力感和影響他人對(duì)他們的能力評(píng)價(jià)是極為重要的。自我妨礙就就是這樣的一種策。略，它可以盡力避免失敗或改變失敗的意義，減少對(duì)自我價(jià)值的威脅，從而保護(hù)自我價(jià)值。中存在的障礙、考試焦慮等)。盡管自我妨礙在特殊的情況下對(duì)保護(hù)自我價(jià)值有一定的幫。助，但從長(zhǎng)遠(yuǎn)來看對(duì)成績(jī)和幸福感會(huì)有影響，是一種非適應(yīng)的策略。20世紀(jì)90年代，教。學(xué)心理學(xué)家將自我妨礙引入學(xué)校這種典型的能力評(píng)價(jià)情境中，這就是學(xué)業(yè)自我妨礙。

　　

【正文】 tudies found that high selfefficacy of people don’t always than low selfefficacy are more ability. People with high selfefficacy are rarely use SelfHandicapping strategy, low selfefficacy people wonder whether their ability, this lets them expected oneself will fail, and 蘇州大學(xué)本科生畢業(yè)論文 22 the low level, and failure to frustration will spread to the other aspects of the concept of self, leading to low level of selfesteem, so it can easily lead to self handicap, seeking self protection. (5) Attribution ways. If a person has no ability in a special mission success, the internalization of success and failure attribution mode is formations with adaptability and constructive. And the SelfHandicapping the attribution, on the contrary, they tend to defensive attribution mode, whether it is success or failure, avoided for internal attribution. This will be for external, not the success or failure of the attribution ways hardly controllable factors raise selfefficacy and level of selfesteem. Midgley and Urdan found that person such as performance goals and performance evade type of structure of the classroom goal orientation of SelfHandicapping strategies have significant positive prediction function。 Personal mission objectives and tasks of the orientation of classroom goals structure has obvious negative ego hinder to forecast effect. Intervention measures According to the analysis of the above conclusions, only one learns to success in the success for internal stability ability factors, to obtain the greatest degree of pride and a sense of security, not only will externalization to reduce shame and doubt failure, can stimulate individual dares to initiate more to achieve mon difficulty mission, and on the difficult task better insist on sex, more efforts, therefore, they can experience more success. This kind of selfimprovement attribution mode will eliminate SelfHandicapping. Instead, SelfHandicapping behavior of potential cognitive mechanism is defensive attribution mode, rarely for internal reasons to the success of the individual and will only for failture external factors making excuses individuals will expected future fail. The loser will escape achievement a task, and when facing difficulties will reduce hard task or abandon efforts. These adopts accept failure attribution mode will show more negative emotions and self assessment, and make the SelfHandicapping behavior to continue. According to the SelfHandicapping the cognitive characteristics, in education practice, we should instruct students to make the correct attribution, form a positive selfimprovement attribution mode, thus maximum limit arouse students39。 emotion and pride to motive. Pay particular attention to those of self to block the attributional training for success focused on them, and make them the attribution of success more to be ability and hard work of the academic success attribution, control of the master, is in their hands. 蘇州大學(xué)本科生畢業(yè)論文 23 First of all, understand the differences and different students’ attribution. This is achieved by specific attribution questionnaire to determine, also can be in longterm teachers and students interact, watched in generalizations. To the student is often a concrete analysis of high grades to stable factors or unstable factors? Internal factors and external factors? Controlled factor or controlled factor? Attribution is continuing to affect the students in grades, but also an important factor attribution student towards the study result positive attribution of premise. The teacher through the understanding of all kinds of students, accurate diagnosis their attribution, regular assessment for students, and made the positive attribution timely give affirmation, prompting the forming relatively stable tendency。 To the student made negative not correct attribution, timely, and guide students to be corrected gradually grasp positively attribution, then adjust their own learning behavior. Secondly, through teacher evaluation and attribution way affect students39。 attribution thinking. Secondly, through teacher evaluation and attribution way affect students39。 attribution thinking. For example: the teacher to honor student and difference attribution is different. When honor student do a good deed or five, self hamper to get good grades, the teacher often attributed to capacity, quality, and when the internal factors such as work the same good or live busily when getting good grades, but often by teachers attributable to task is simple, met the exterior factors such as luck. Conversely, when honor student when problems occur, teachers often attributed to external factors, while difference when problems occur was attributed to internal factors. This way to the development of difference attribution is extremely detrimental to the, they even show some good behavior, it is hard to get teacher39。s accurate evaluation, if poor performance, it will be as hopeless. Teachers of this class attribution way will not only influence students’ attribution thinking, but also will directly affect their behavior. Therefore, the teacher should first actively shape his correct attribution way, will maximize the influence on students, so that they don39。t be negative attribution ways defeated. In our education situation, the teacher if accidentally or intentionally cause inaccurate attribution evaluation, so students don39。t know their success or failure, thereby interfere with students explicitly attribution, so can39。t predict the future success or failure results, they will doubt you can also will succeed, and then they attack selfconfidence. If the reason is very clear, such as the lack of ability to failure for, it is not need to protect selfesteem, so there was no SelfHandicapping behavior. Therefore, the teacher in the evaluation, test to concrete