A Research On The Academic Self-Handicapping Manifested By Students In Rural Junior High Schools

According to the theory of self-worth protection,people often take self-handicapping strategies to protect their self-worth.Self-handicapping refers to the unfavorable behaviors to self-success in order to protect and improve self-worth when an individual is faced with the threat of being evaluated.Psychologists call it academic self-handicapping that students will reduce or abandon their effort to avoid negative evaluation after academic failure when they encounter difficulties in their study.Many studies focus on students' academic self-handicapping,but few studies have been conducted on academic self-handicapping in English learning.In addition,previous studies analyzed students' English academic self-handicapping in a single dimension.This author analyzed rural junior high school students' academic self-handicapping in English learning based on different dimensions.English academic self-handicapping is divided into claimed self-handicapping and behavioral self-handicapping,which can better understand the characteristics of students' claimed self-handicapping and behavioral self-handicapping in English learning,and gender difference and grade difference between claimed self-handicapping and behavioral self-handicapping.This study can formulate specific intervention measures according to the characteristics of students' behaviors.Therefore,there is an innovation in research method.On the basis of the existing research results,the English academic self-handicapping scale was used as the research instrument.A total of 360 students surveyed are from Xiang Ling junior high school in Shanxi Province.First,the questionnaire was used to investigate the subjects' academic self-handicapping behaviors in English learning systematically.Then,statistical software SPSS.19 was used to analyze the relevant data of the subjects' English academic self-handicapping.The research questions are as follows:(1)What is the current situation of academic self-handicapping in English learning among rural junior high school students?(2)Are there any gender and grade differences in rural junior high school students' academic self-handicapping in English learning? If yes,what are they? The conclusion of this study are as follows:1.The current situation of students' academic self-handicapping in English learning is at a high level.2.There are significant gender differences in rural junior high school students' academic self-handicapping in English learning.The level of male students' academic self-handicapping behaviors in English learning is higher than the level of female students' academic self-handicapping behaviors in English learning.There are no significant grade differences in rural junior high school students' academic self-handicapping in English learning.By analyzing the problems in rural junior high school students' English learning,this thesis can put forward some teaching measures to help teachers educate students.Therefore,this study has reference significance for improving English teaching in rural junior high schools.