A Research On The Relationship Among Achievement Motivation, Teacher Leadership System And Academic Self-Handicapping Of Junior High School Students

The academic self-handicapping is the behavior that the students will advanceobstacles imposed by the resistance to their success to avoid or reduce the negativeimpact of poor performance. There is significant correlation between achievementmotivation and academic self-handicapping, and the type of achievement motivationand impact of academic self-handicapping. The leadership style, words and deeds ofteachers play a subtle role in front of students, on students’ achievement motivation andacademic self-handicapping have a profound impact. This study combines theoreticalmodels predict self-handicapping and defensive pessimism achievement motivationtheory, theories of the teachers leading the way, using questionnaires, sampleextracted from the three junior high schools in Harbin. Total of600junior middle schoolstudents empirical research to analyze junior high school student teachers’ leadershipstyle, the relationship between achievement motivation and academic self-handicappingand teachers’ leadership style. The results are showed that:1. Demographic variables, the year is a significant main effect on the motivation ofavoiding failure and authoritative leadership style, the interaction effect betweenvariables is not significant.2.Achievement motivation,teacher leadership style and academic self-handicappingbetween each dimension, which academic self-handicapping and the pursuit of thesuccess of motivation was significantly positively related to academic self-handicappingwith the authoritarian leadership style was significantly negatively related to academicself-handicapping with the democratic leadership the way was significant with anegative correlation, the pursuit of successful motivation and authoritative leadership ofthe way was significant with are related to, the pursuit of success motivation anddemocratic leadership of the way was significant with a positive correlation, the pursuitof successful motivation and laissez-faire type of leadership of the way wassignificantly negative related. 3. The moderating effect of the authoritative style of leadership in academicself-handicapping and the pursuit of success motivation is extremely significant.Moderating Effect of laissez-faire style of leadership on academic self-handicappingand the pursuit of achievement motivation is marginally significant. Democratic style ofleadership in their academic self-handicapping and to avoid the edge of the moderatingeffect of failure motivation is significantly.