摘要
学业自我妨碍是学生在学校和课堂这种典型的能力评价情境中为回避可能出现的消极情感结果而有意识地采取降低或放弃努力的行为。在分析中学生常见的学业自我妨碍行为的基础上，探讨了中学生学业自我妨碍行为的发生原因，并在此基础上提出若干干预措施，以期消除中学生的学业自我妨碍行为，进而激发其学习动机。
In the condition of typical ability evaluation of the school and the class, the students take the behaviors of the reducing or abandoning efforts consciously in order to avoid the passive sensibility, which we called academic self - handicapping. On the basis of analyzing the behaviors of their academic self - handicapping, we discuss the influential elements of the middle school students＇ academic self- handicapping and put forward some interventional strategies. We expect that they can clear up the behaviors of their academic self - handicapping and motivate their learning motive.
出处
《上海师范大学学报（基础教育版）》
2008年第2期22-26,共5页
Journal of Shanghai Normal University:Elementary Education Edition
基金
国家重点学科基础心理学科研基金项目（西国重04017）
重庆市教育科学规划重点课题（04-GJ-081）
重庆市教委人文社会科学研究项目（03JWSK170）
关键词
中学生
学业自我妨碍
干预
middle school students, academic self-handicapping, intervention
