發(fā)布時(shí)間：2018-06-03 18:49

  本文選題：自我妨礙 + 自尊　； 參考：《華中師范大學(xué)》2004年碩士論文

【摘要】：自我價(jià)值的動(dòng)機(jī)理論認(rèn)為，，學(xué)生學(xué)習(xí)的主要?jiǎng)訖C(jī)在于確立自我價(jià)值。自我價(jià)值主要由個(gè)人對(duì)自己能力的知覺(jué)或他人對(duì)自己能力的知覺(jué)所決定。人們往往用成功來(lái)肯定一個(gè)人的能力，失敗會(huì)被解釋為能力低下。由于教育體制的競(jìng)爭(zhēng)性，一部分學(xué)生注定要失敗，因此他們很難保持在學(xué)業(yè)能力上的信念和自我價(jià)值感，為了保護(hù)自我價(jià)值，這些學(xué)生會(huì)竭盡全力避免失敗，甚至?xí)艞壸非蟪晒Α?能力和努力是協(xié)變的，一個(gè)人越有能力，他只需要花費(fèi)較少的努力就能成功：相反，一個(gè)人能力低下他就需要花費(fèi)較大的努力才能成功。因此一個(gè)人的努力程度和努力后的結(jié)果能反映出一個(gè)人的能力狀況。如果個(gè)體很努力但是失敗了，那么他們將很難逃避缺乏能力的評(píng)價(jià)。因此在預(yù)期到可能失敗時(shí)，個(gè)體就會(huì)放棄努力，這是因?yàn)榕褪⊥{到了他們的能力自我概念。Covington把這種不努力行為稱為“自我價(jià)值保護(hù)”策略。 自我妨礙就是一種自我價(jià)值保護(hù)策略。自我妨礙是指?jìng)�(gè)體有意無(wú)意地給自己的成功施加阻力，從而操縱他人對(duì)自己能力的歸因。自我妨礙的研究在國(guó)外取得了很大的進(jìn)展，但國(guó)內(nèi)的相關(guān)研究還較少。因此本研究旨在了解我國(guó)中學(xué)生學(xué)業(yè)自我妨礙的現(xiàn)狀，驗(yàn)證國(guó)外對(duì)于學(xué)業(yè)自我妨礙的研究結(jié)論在不同的文化背景下是否具有普遍性。本研究用多個(gè)動(dòng)機(jī)變量來(lái)同時(shí)預(yù)測(cè)自我妨礙，能更精細(xì)地比較各變量對(duì)自我妨礙的作用，從而能更明確地揭示自我妨礙背后的動(dòng)力機(jī)制。 研究以258名中學(xué)生為被試，采用問(wèn)卷調(diào)查的方法，探討自我妨礙與自尊、成就動(dòng)機(jī)、成就目標(biāo)的關(guān)系。結(jié)果表明：(1)男女生的自我妨礙沒(méi)有顯著的差異。(2)高中生比初中生更多地使用自我妨礙。高中各年級(jí)的自我妨礙沒(méi)有差異；初二、初三學(xué)生比初一學(xué)生更多地使用自我妨礙。(3)成績(jī)差的學(xué)生比成績(jī)好的學(xué)生更多地使用自我妨礙。(4)自尊低的學(xué)生更容易自我妨礙。(5)避免失敗對(duì)自我妨礙有顯著的正向預(yù)測(cè)作用。(6)回避型成績(jī)目標(biāo)對(duì)自我妨礙有 撇”士學(xué)“論文 義逼夕7撇STER’5 11壓515 顯著的正向預(yù)測(cè)作用，掌握目標(biāo)對(duì)自我妨礙有顯著的負(fù)向預(yù)測(cè)作用，回避型成 績(jī)目標(biāo)對(duì)自我妨礙的預(yù)測(cè)力要比掌握目標(biāo)對(duì)自我妨礙的預(yù)測(cè)力更強(qiáng)，自我妨礙 與趨近型成績(jī)目標(biāo)相關(guān)不顯著。(7)對(duì)比所研究的其它動(dòng)機(jī)變量，自我貶低 和避免失敗對(duì)自我妨礙的預(yù)測(cè)力更強(qiáng)，兩者對(duì)自我妨礙有顯著的正向預(yù)測(cè)作 用。
[Abstract]:According to the motivation theory of self-worth, the main motivation of students' study is to establish self-worth. Self-worth is mainly determined by personal perception of one's own ability or others' perception of one's own ability. People often use success to affirm a person's ability, failure can be interpreted as low ability. Because of the competitive nature of the education system, some students are doomed to failure, so it is difficult for them to maintain their belief and sense of self-worth in their academic ability. In order to protect their self-worth, they will do their utmost to avoid failure. Even give up the pursuit of success. Ability and effort are covariates, and the more capable a man is, the less effort he takes to succeed; on the contrary, a person who is low in ability takes a great deal of effort to succeed. Therefore, a person's degree of effort and the results of effort can reflect a person's ability. If individuals work hard and fail, it will be hard for them to escape evaluation of incompetence. So individuals give up when they expect to fail, because effort and failure threaten their ability self-concept. Covington calls this non-effort a "self-worth protection" strategy. Self-hindrance is a self-worth protection strategy. Self-hindrance is when an individual consciously or unconsciously exerts resistance to his own success, thereby manipulating the attribution of others' ability to himself. Great progress has been made in self-handicapping research abroad, but there are few related studies in China. Therefore, the purpose of this study is to understand the current situation of academic self-handicapping among middle school students in China, and to verify whether the conclusions of foreign studies on academic self-handicapping are universal in different cultural backgrounds. In this study, multiple motivational variables are used to predict self-handicapping simultaneously, which can more precisely compare the effects of each variable on self-handicapping, so as to reveal more clearly the dynamic mechanism behind self-handicapping. In this study, 258 middle school students were investigated by questionnaire to explore the relationship between self-handicap and self-esteem, achievement motivation and achievement goal. The results showed that there was no significant difference between male and female students in self-handicapping. 2) High school students used self-handicapping more than junior high school students. There is no difference in self-handicapping in all grades of high school; in the second year of high school, Students with poor grades use self-handicap more often than students with good grades.) students with low self-esteem are more likely to self-handicap. 5) avoidance of failure has a significant positive effect on self-handicapping. (6) avoidance performance goals have a positive effect on self-handicapping. On Scholars' thesis Yikuxi 7 skim STER'5 11 pressure 515 Significant positive prediction, mastery of goals has a significant negative predictive effect on self-handicapping, avoidance type. Performance goals are more predictive of self-handicapping than of mastery of self-handicapping, self-handicapping. Other motivational variables studied, self-devaluing, compared with approaching achievement goals. And avoidance of failure is more predictive of self-handicapping, and both have significant positive predictions for self-handicapping. With.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：G441

【引證文獻(xiàn)】

相關(guān)期刊論文 前10條

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相關(guān)博士學(xué)位論文 前1條

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相關(guān)碩士學(xué)位論文 前10條

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10 彭琰麗;碩士研究生學(xué)業(yè)自我設(shè)限的現(xiàn)狀分析及相關(guān)因素研究[D];華東師范大學(xué);2008年

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