初中生自我设限与归因的关系

Relation Between Self-handicapping of Junior Students and Their Attribution

目的:探讨初中生自我设限和归因的关系。方法:采用自我设限量表和智力责任归因问卷对山东省272名初中学生进行测量。结果:自我设限无显著的性别差异,初二和初三比初一的学生更多的使用自我设限。高自我设限组和低自我设限组在对成功和失败的归因上都存在显著差异,成功归因对自我设限的主效应显著。结论:从初中二年级开始,学生较多地运用自我设限来保护自我价值,高自我设限者和低自我设限者有不同的归因风格。

Objective： To explore the relation between junior students＇ self-handicapping and attribution. Methods： 272 junior students from middle school in Shandong Province completed Self-Handicapping Scale and Intellectual Achievement Responsibility Scale. Results：Self-handicapping had no significant difference in gender. Students of grade two and grade three used self handicapping more than students of grade one. The high self-handicapping group and low self-handicapping group had significant difference in the attribution of success and failure; meanwhile, success attribution showed significant main effect to self-handicapping. Conclusion： Those with high self-handicapping have different attribution style compared with low self-handicapping.