The Research Of The Migrant Children’s Self-esteem On The Self Handicapping Effect

Faceing the possible failure academic scene, Many students will choose to give up efforts to study or man-made obstacles in order to protect or enhance their self value, these kinds of self-handicapping strategies are usually divided into declarative self-handicapping and action of self handicapping. Many of the formal self-handicapping are influenced by self-esteem level. Many domestic and foreign scholars have been studied with experiments or investigations, and in they opinion, diffenent explicit self-esteem and implicit self-esteem levels have different influence on Self-handicapping.but the conclusion are not consisting. Althought the study of self-handicapping research have made great progress, domestic relevant empirical studies are still lacking.As the city second generation migrants, migrant children face many new challenges to adapt lives of city, especially the school lives, many scholars found the flow lives have a lot of negative influence on floating children. For example, migrant children experience greater pressure, discrimination, exclusion, lower self-value, children have lower self-esteem, more psychological, behavioral problems than children of city. This study is besed on hypothesis that the self-esteem of flown children are lower than local children of city.we intends to research the flow children’s characteristic of self-esteem development and academic self handicappings,and realationship between self-esteem structure type and academic self handicappings, in order to understand the status and the development of flow children’s self-esteem and academic self handicapping, so as to improve the level of self-esteem, promote their mental health and help them better adapt to city lives.This study selected7quite difficulty degree of mathematical problems which purpose is to create a doomed scenarios, students are allowed to choose the next problem’s degree that is a measure of its academic self-handicapping indicator. Because no matter which level students selection, the difficulty sequence is fixed. Then through the IAT and explicit self-esteem scale to measure self-esteem, then we analyze realationship between different self-esteem structure type and academic self handicappings, it was found:1. There are significant differences between migrant children and city children in academic self-handicapping scores:the floating children academic self-handicapping scores higher than the city children’s academic self-handicapping scores.2. Middle school students’implicit self-esteem have significant effect, and implicit self esteem and explicit self esteem have no significant correlation, they are independent of different structure.3. Migrant children’s explicit self-esteem is significantly higher than the others; while there is no significant difference on implicit self esteem.4. Explicit self-esteem and academic self-handicapping have significant positive correlation, explicit self-esteem is higher, the more prone to academic self handicapping.5. Categories of self-esteem structure of the floating children’s academic self-handicapping have notable effect:the students of fragile high self-esteem whose self-handicapping scores were the higher, and the students of inconsistent low self-esteem who have lower self-handicapping score.6. Structure of self consistency and floating children academic self-handicapping have significant correlation, the regression analysis shows the structure of self-esteem were significant predictors of performance of floating children self handicapping, which is not found on the other children.