Secondary Vocational Tourism Students’ Academic Self-handicapping Research On Influencing Factors And Intervention Measures

In the era of mass tourism,tourists’ pursuit of tourism services tends to be more diversified and personalized.The rapid development of modern tourism has increasingly increased the professional requirements of tourism talents.The quality of talent cultivation largely depends on the learning status of students.The study found that some secondary vocational tourism students will unconsciously use self-handicapping strategies in the process of preparing for the exam.Therefore,it is necessary to explore the influencing factors of academic self-handicapping of secondary vocational tourism students and put forward educational suggestions.This paper aims at the situation of students majoring in tourism in secondary vocational schools,according to the maturity scale,obtains data through questionnaires and field interviews,carries out a difference analysis on the current situation of students,determines that students have academic self-handicapping phenomenon,and uses regression analysis to explore the factors that have a significant impact on students’ academic self-handicapping,and draws the following conclusions:1.On the whole,the overall average score of academic self-handicapping of students majoring in tourism in secondary vocational schools is below the middle level,which indicates that the academic self-handicapping of students majoring in tourism in secondary vocational schools does exist,in which the declarative academic self-handicapping is more than the behavioral academic self-handicapping,and the difference of students in secondary vocational schools is specifically shown in: the academic handicapping of boys is more than that of girls;Students who have not been class leaders have higher academic self-handicapping than students who have been class leaders;Students with harmonious families have lower academic self-handicapping than students with tense and depressed family atmosphere;The students’ academic self-handicapping is more obvious when the degree of classroom participation is passive;Students who have a general relationship with teachers have more academic obstacles than students who have a harmonious relationship;Students’ academic self-handicapping in the laissez-faire class is greater than that in the democratic class.2.Based on the results of the difference analysis,this paper analyzes the influencing factors of academic self-handicapping of secondary vocational tourism students.Among them,personal factors are negatively correlated with declarative academic self-handicapping,while teacher factors and family factors are positively correlated with declarative academic self-handicapping;Personal factors are negatively correlated with behavioral academic self-handicapping,while teacher factors and family factors are positively correlated with behavioral academic self-handicapping.In conclusion,personal factors,teacher factors and family factors have significant effects on students’ academic self-handicapping.According to the results of data analysis,from the personal level,we should recognize our own ability and establish learning confidence;Improve self-efficacy and set reasonable goals.Teacher level: improve professional ability and optimize teaching methods;Strengthen environmental construction and create an atmosphere of study style.Family level: improve family atmosphere,correct education and guidance;The corresponding intervention measures have been put forward to enhance attention and communication,maintain close relationship,etc.,so as to alleviate the phenomenon of students’ self-handicapping in their studies,and hope that the students majoring in tourism in secondary vocational schools can obtain better social support and self-development.