Junior High Emotional Intelligence Self-handicapping

This study was to explore the relationship between self-handicapping and emotional intelligence and their characteristics and conditions in the demographic aspects, in order to understand the influence of locus of control, which can help educators go on better education, target to take measures to make the right training for students’ attribution of success, improving the students’emotional intelligence timely and effectively controlling self-handicapping behavior and improving their quality of learning. This study selected questionnaire method, students in Xi’ an five junior high schools were investigated, the following conclusions:(1) Junior students’ emotional intelligence existed in significant differences from gender, one-child or children, class rank, age and parents’ educational level;(2) Junior students’ self-handicapping existed in significant differences from one-child or children, class rank and age, but not significant differences in gender;(3) Junior students’ locus of control existed in significant differences from gender, class rank and the age, but not significant differences in one-child or children;junior high school students locus of control there are significant differences in gender, age and class standings, no significant difference in whether the one-child;(4) Self-handicapping tendencies of external control were significantly higher than those of internal control;(5) Emotional intelligence, locus of control and self-handicapping significantly negatively correlated;(6) Locus of control played a mediating role in emotional intelligence having effects on self-handicapping.Based on the above conclusions, this study presented the emotional intelligence curriculum should be set up in the school curriculum to improve students’emotional intelligence and to restrict self-handicapping behaviour.