The Study On College Students' Self-Handicapping

Self-handicapping is a protective attribution strategy. The foreign country's research on it have achieved great success, however there are few research in domestic. Based on the previous literatures, this research aims to get to know the characteristic and the situation of self-handicapping in the university, to make a profound research on those ambiguous aspects in this field. The research studies 200 college students by the questionnaire and experiment, validates whether the conclusion on personal differences research of self-handicapping in foreign country can be accepted in our country. At the same time, the research explores the differences of self-handicapping among different subjects and grades, validates the mutual effects among different elements and explores the educational intervention strategies. The conclusions are as follows:1. The research proves the difference of behavioral self-handicapping between the college students of different levels in self-esteem. The college students of low level in self-esteem prefer to take self-handicapping than the students of high level.2. The research proves the gender difference of behavioral self-handicapping. The college male students prefer to take self-handicapping than the college female students.3. There is remarkable difference of behavioral self-handicapping between the liberal arts students and the science and engineering students. The college liberal arts students prefer to take self-handicapping than the science and engineering students.4. There are remarkable differences of behavioral self-handicapping and self-reported handicapping among different grades.5. The mutual effect between self-esteem and gender on self-reported handicapping is high; the mutual effect between subject and grade on behavioral handicapping is high; the mutual effect between gender and grade is low.Based on the research, we explore the correspond educational intervention measures. We can control self-handicapping by enhancing the college students' self-esteem and achievement motivation attribution training and using appraisal feedback truly.