The Relationship Between Academic Feedbacks, Academic Self-handicapping And Academic Achievement On Math Of Grade Seven

Academic self-handicapping is a non-adoptive coping strategy, a kind of negative Self-regulated Learning without consciousness. The use of academic self-handicapping means low investment in time and involvement, and will do harm to the academic achievement and personality health of student in the long run. In order to explore the possibility of intervention of the use of academic self-handicapping through academic feedback, a questionnaire survey was conducted among 202 students in grade seven randomly selected from a secondary school in ChangChun by whole class, to study the relationship between academic feedback and habitual academic self-handicapping, and their impaction on academic achievement. Results show that:1. There is no sexual difference on math achievement, academic self-handicapping and all kinds of academic feedback, except negative feedback.2. Habitual academic self-handicapping can directly impact the academic achievement, the higher tendency of handicapping the lower of the achievement level;3. The efficiency of academic feedback influences the math score and use of self-handicapping strategy directly. Student will achieve higher level if he/she can understand and adopt the academic feedback offered by teachers.4. The complication of feedback will influence the academic self-handicapping tendency, without impact the academic achievement directly.5. Positive feedback has no noticeable influence neither on academic achievement nor academic self-handicapping, while negative feedback has noticeable influence on self-handicapping.