The Influence Factor Of College Students' Academic Self And Its Internal Relations Research

Academic Self-handicapping is a kind of self-protection strategy. It refers to “Inthe typical school ability evaluation circumstance, any action or choice ofperformance that enhances the opportunity to externalize failure and internalizesuccess”. Universities are typical performance settings and university students, as aspecial group, face severe academic and employment pressure so they will encountermore ability evaluation setting. By selecting university students as the subjects andemploying the method of questionnaires, this study explores the current situation andcharacteristics of the university students’ academic self-handicapping and also tendsto find the relationship between their academic self-handicapping and the internalfactors. The findings are as follows:1. The current situation and characteristics of university students’self-handicapping(1) Academic self-handicapping is a universal phenomenon among theuniversity students. And there are70%of the students who belongs to the middlelevel, among which25.8%of the students are serious.(2) Self-handicapping varies according to university students’ sex, grade,hometown, university type and their parents’ education. However, there is nodifference on their majors and whether the student is the only child in his family ornot. The female students’ self-handicapping level is significantly higher than the malestudents’. And the senior students’ are higher than that of junior students. Also, as tostudents from key university and ordinary college, their self-handicapping isobviously higher than that of students from undergraduate academy. What’s more,students whose parents received the junior college or undergraduate education revealmore self-handicapping than the students whose parents received little education. Lastbut not least, the students from the counties and cities also behave worse than thestudents from countryside.(3) As for the academic self-handicapping of the upper group, there existdifferences between their sex, grade and their parents’ education level, but no significant difference on other demographical variables. Self-handicapping of thefemale students in the upper group is higher that that of male students. And the seniorstudent’ is higher that that of freshmen’s, sophomores’ and junior students’. Studentswhose parents received the junior college or undergraduate education reveal moreself-handicapping than the students whose parents received little education. There isno significant difference on the variables in the lower group.(4) There is significant difference on the academic self-handicapping betweenthe upper group and the lower group in every item of the questionnaire.2. The finding of the relationship between the academic self-handicapping andthe factors(1) The academic self-handicapping and the three factors of core self-evaluation,achievement goal and Attribution style reveal obvious positive correlation, but thereexists negative correlation between the academic self-handicapping and theachievement motivation.(2)Core self-evaluation, achievement goal orientation, and Attribution style havepositive effect on academic self-handicapping significantly. But achievementmotivation has a negative effect on academic self-handicapping.(3)Among the internal factors of academic self-handicapping, the most influentialfactor is core self-evaluation; achievement goal orientation and attribution style arethe second influential factors and the achievement motivation is the least.According to the above results, the present study also puts forward someeducational suggestions and measures.