The Characteristics Of Middle School Students' Academic Self-handicapping And Correlation Study

Academic self-handicapping refers to the action of creating impediments that students take in advance when facing typical academic ability appraisal situation in order to prepare reasonable excuse for the potential failure, which enables the students to avoid possible negative emotion. As an important factor influencing students' academic development, it has received widespread attention in the field of educational psychology research in recent years, and become a new task of scholastic mental health educational research. Along with the unceasing development of self-awareness, some students gradually display the tendency of academic self-handicapping. But there are quite few domestic researches on it, most of which mainly draw conclusions by means of overseas measuring tool.Based on the previous researches at home and abroad, middle-school students' academic self-handicapping scale is designed with the research methods of literature analysis and inventory investigation, we analyze characteristics of middle-school students' academic self-handicapping according to investigation results, and review the relationship between middle-school students' academic self-handicapping and academic self-efficacy, coping style, attribution style. The following conclusions can be drawn from this study:1. Middle-school students' academic self-handicapping comprises behavioral academic self-handicapping and claimed academic self-handicapping. The academic self-handicapping inventory designed in this study has been proven to be of fine reliability and validity and can be used as an effective tool to measure the middle-school students' academic self-handicapping.