中国临床心理学杂志

学业自我妨碍:为何产生及如何预防?

作者：李丹妮¹ 席居哲¹ 左志宏²

单位：1. 华东师范大学心理与认知科学学院上海200062
2. 华东师范大学学前教育系上海200062

分类号：R395.6

出版年,卷(期):页码：2015,23(6):1119-1123

摘要：

虽然自我妨碍对学业成就的负面影响不断被研究所证实,但如何对学业自我妨碍进行预防和干预,直到最近才得到一些研究者的关注。已有自我妨碍的研究为如何有效干预和预防自我妨碍提供了证据。首先阐述了学业自我妨碍的概念及分类,探讨了其产生机制(自尊保护和印象管理)及后果。接下来,讨论了学业自我妨碍的预测因素,包括成就目标、成就动机、自尊和完美主义等。最后,基于生态系统理论,提出了一个预防学业自我妨碍的模型,并提出了针对性的实践建议。

It was well documented that self-handicapping exerts negative effects on students'academic achievements, while how to intervene and prevent academic self-handicapping has not been intensively explored until recent years. Evi-dence from literature could be a base of developing interventions and preventions of academic self-handicapping. In this re-view,we firstly discussed the definitions and classifications of academic self-handicapping, and delineated the two main mechanisms(self-esteem protection motivation and impression management) and their consequences. Then we systematical-ly introduced the predictors of academic self-handicapping, including achievement goals, achievement motivation, self-es-teem, perfectionism, and other variables. Finally, inspired by the Ecological Systems Theory, we proposed a systematic mod-el to intervene and prevent students'academic self-handicapping at their schools and families. The work consists of foster-ing mastery-approach goals and success orientation, enhancing positive self-cognition, changing the way that adults evalua-tet heir children and other ways.

基金项目：

上海市浦江人才计划项目(12PJC037);上海市妇联家庭文明建设重点课题(JW1303)

作者简介：

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