The Research On Middle School Students' Academic Trait Self-Handicapping

Self-handicapping is a prepositive strategy, include trait self-handicapping and situational self-handicapping. Based on an open-ended questionnaire and literature interviews, the fist section of this study analyzed those characters of middle school student's academic trait self- handicapping. Together with experts' opinion and preceding researches in this field, a preliminary academic trait self-Handicapping scale was developed. Through factor analysis, we get five primary factors and two secondary factors, and identified by confirmatory factor analysis. Through analysis Split-half coefficient, internal concordance coefficient, retest reliability, content validity and construct validity shows the scale has good reliability and validity.The next research has discussed those characters of middle school student's academic trait self-handicapping, and the relation between it and coping style. results are as follows:(l)those student come from rural have more positive coping style than those come from urban. There are not significant difference in gender and grade.(2) middle school student's academic trait self-handicapping have significant difference in urban and rural, gender and grade. rural student have more score than rural student in the over total scale, claimed self-handicapping, behavioral self-handicapping, favor other, exceed target, delay and blench. Male students have more score than female student in the claimed self-handicapping, delay and blench, promote disturbance. Senior high school students have more score than junior high school student in dodge responsibility and exceed target. Simultaneity, gender and grade have alternation effect in many dimensions.(3) All dimensions of middle school student's academic trait self-handicapping have significant positive correlation with positive coping style, and have negative correlation with negative coping style.The last section of this research has discussed those positive effect and negative effect about middle school student's academic trait self-handicapping. And discoveries found as follows:(l)high trait self-handicapping group have less self-confidence than low trait self-handicapping group, but no significant difference. (2) high and low self-handicapping group have no significant difference to other's self-handicapping action before test. but, high self-handicapping group has more tendency to deny other's self-handicapping action in the easy manipulate scene, and has more tendency to affirm other's self-handicapping action in the difficulty manipulate scene. (3)In the difficulty manipulate scene, high self-handicapping group has much more self-handicapping action than low self-handicapping group. (4) In the failing situation, high trait self-handicapper have more negative self-estimate than positive self-estimate significantly, on the difficulty manipulate x difficulty task condition, more positive self-estimate on the easy manipulate x difficulty task condition, more negative self-estimate on the easy task x easy manipulate condition, self-handicapping strategy has limited self-protect effect.(5) In the successful situation, high trait self-handicapper have more positive self-estimate than negative self-estimate significantly, on the easy manipulate x difficulty task condition, more negative self-estimate on the difficulty manipulate x easy task condition, more positive self-estimate on the difficulty task x easy manipulate condition, more negative self-estimate on the difficulty task x difficulty manipulate condition, (6) high trait self-handicapper have more negative self-estimate significantly, on the easy manipulate x easy task condition, more positive self-estimate on the easy manipulate x difficulty task condition, more negative self-estimate on the difficulty manipulate x difficulty task condition. (7) In the failing situation, self-handicapper got more positive estimate from others, on the difficulty manipulate x easy task condition significantly, others' estimate have not significant difference on the difficulty manipulate x difficulty task condition.(8) In the successful situation, other have more positive estimate than negative estimate to self-handicapper, but not reach the significant level, (9) Though, it not reach the significant level, no matter what's the self-handicapper's test result, other student have more positive estimate than negative estimate to him.