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1、附录二ThecountermeasuresofAcademicSelf-HandicappingInthe1980s,foreigneducationpsychologyresearchersarguethatstudentsinfailureprotectionegovaluecanproducethefeeling,afterthe1990sresearchersfromself-worthprotectionfoundAcademicSelf-Handicappingmotivessexstrategy.ThispaperstudiestheaffectingfactorsandS
2、elf-Handicappinginterventionmeasuresweresummarized,aimstoprovidethescientificinformationforschooleducation,makethestudentsoutsideschoolSelf-Handicappingpredicament,dealwiththechallengeoflearning.TheconceptofSelf-HandicappingstudiesSelf-Handicappingreferstothecontext,whenindividualachievementisfac
3、ingthethreatofevaluationforprotectionforsuccessfulself-respect,andsettheobstacleofself,makeaseriesofsuccessfulbehavior.AdverseStudentsforwithdrawalpossiblenegativeemotionalresultstoreduceorabandoneffortsbehaviorcalledacademicselfobstacles.CovingtonthinkstudentshaveSelf-Handicappingmotive,theycant
4、akefailureexplainedasaresultoftheexistingbarriersisnotbecauseofhiscausedlowability.TheresultofAcademicSelf-HandicappingSelf-Handicappingwiththeresultsoftheactionsisacontradictioncomplex,thespecificperformanceofthefollowingaspects:(1)TheindividualfromSelf-Handicappingthedamagethaninbenefits.Fromth
5、einfluenceofachievements,long-termstandpointisanonadaptivestrategies,reducetheeffortandpracticewillreducethepossibilitytosucceedanddamageachievements;(2)Self-Handicappingtoescape,butfailedtosetupabarriertosuccessbutfailurebecomemoresure;(3)Self-Handicappingistoprotectself-esteem,andself-esteembec
6、ameevenmorefragile;(4)Self-Handicappingtheprotectiveattributionmodeoffailureofreducedselfblame,butalsoreducesuccesshasbroughtself-efficacy;(5)InthesuccessoftheSelf-Handicappingconditions,islikelytoprovokestudentstotheirpersonalityofdoubt,whileinfailed,otherswilldrawwithlaziness,theSelf-Handicappi
7、ngwithnegativepersonalitytraitssuchasirresponsible;(6)TheSelf-Handicapping,whichcausesthedefensiveattributionmodefortheiracademicabilityisnotconvinced,reduceefforts,leadtolowachievementsandlowself-efficacy,interferewit
