外文翻译---对学业自我妨碍的干预对策

1、.附录二The countermeasures of Academic Self-HandicappingIn the 1980s, foreign education psychology researchers argue that students in failure protection ego value can produce the feeling, after the 1990s researchers from self-worth protection found Academic Self-Handicapping motives sex strategy. This

2、paper studies the affecting factors and Self-Handicapping intervention measures were summarized, aims to provide the scientific information for school education, make the students outside school Self-Handicapping predicament, deal with the challenge of learning. The concept of Self-Handicapping stud

3、iesSelf-Handicapping refers to the context, when individual achievement is facing the threat of evaluation for protection for successful self-respect, and set the obstacle of self, make a series of successful behavior. Adverse Students for withdrawal possible negative emotional results to reduce or

4、abandon efforts behavior called academic self obstacles. Covington think students have Self-Handicapping motive, they can take failure explained as a result of the existing barriers is not because of his caused low ability.The result of Academic Self-HandicappingSelf-Handicapping with the results of

5、 the actions is a contradiction complex, the specific performance of the following aspects:(1) The individual from Self-Handicapping the damage than in benefits. From the influence of achievements, long-term standpoint is a non adaptive strategies, reduce the effort and practice will reduce the poss

6、ibility to succeed and damage achievements; (2) Self-Handicapping to escape, but failed to set up a barrier to success but failure become more sure;(3) Self-Handicapping is to protect self-esteem, and self-esteem became even more fragile;(4) Self-Handicapping the protective attribution mode of failu

7、re of reduced self blame, but also reduce success has brought self-efficacy;(5) In the success of the Self-Handicapping conditions, is likely to provoke students to their personality of doubt, while in failed, others will draw with laziness, the Self-Handicapping with negative personality traits suc

8、h as irresponsible;(6) The Self-Handicapping, which causes the defensive attribution mode for their academic ability is not convinced, reduce efforts, lead to low achievements and low self-efficacy, interfere with individual personality mature and psychological health.The influence factors of academ

9、ic Self-Handicapping(1) The individual to the performance results importance (value) perception.The factors affect individual self-esteem in existing in "importance weighted" phenomenon, namely self-esteem to depend on one of his is very important in how to evaluate oneself. In individual

10、think not important things to the success or failure of little impact of self-esteem and is unlikely to arouse Self-Handicapping behavior. So the more students to be interested in study, the more think learning important, meaningful, the more impossible and the Self-Handicapping the unfavorable to l

11、earn means. The high academic achievements are students of depression, high external attribution, low self-esteem and low self-efficacy makes them easier to use Self-Handicapping strategy to protect their own value.(2) The task is sure the feedback and uniform. Research shows that: unexpected succes

12、s or failure causes the uncertainty of the students' self ability, sparking Self-Handicapping behavior.Teaching empty praise and too severe criticism and punish all belong to inconsistent evaluation feedback category.(3)The level and stability of. self-esteemNot all face uncertain feedback resul

13、t the students will use Self-Handicapping strategy. Those low levels of self-esteem or unstable students more prone to self handicap, they protect themselves; avoid attention than the desire to succeed failure. Some students show self-esteem is very strong, is actually a false or defensive, unstable

14、 high self-esteem, is a special case of low self-esteem. Have unstable high self-esteem in learning the students only when it smoothly for his satisfaction, but not really feel safe in self-admiration.(4) Academic self-efficacy.Students can effectively control learning ability consciousness and fait

15、h is academic self-efficacy, this kind of subjective judgment and objective ability is not always consistent. In any field, the studies found that high self-efficacy of people dont always than low self-efficacy are more ability. People with high self-efficacy are rarely use Self-Handicapping strateg

16、y, low self-efficacy people wonder whether their ability, this lets them expected oneself will fail, and the low level, and failure to frustration will spread to the other aspects of the concept of self, leading to low level of self-esteem, so it can easily lead to self handicap, seeking self protec

17、tion.(5) Attribution ways.If a person has no ability in a special mission success, the internalization of success and failure attribution mode is formations with adaptability and constructive. And the Self-Handicapping the attribution, on the contrary, they tend to defensive attribution mode, whethe

18、r it is success or failure, avoided for internal attribution. This will be for external, not the success or failure of the attribution ways hardly controllable factors raise self-efficacy and level of self-esteem. Midgley and Urdan found that person such as performance goals and performance evade ty

19、pe of structure of the classroom goal orientation of Self-Handicapping strategies have significant positive prediction function; Personal mission objectives and tasks of the orientation of classroom goals structure has obvious negative ego hinder to forecast effect.Intervention measuresAccording to

20、the analysis of the above conclusions, only one learns to success in the success for internal stability ability factors, to obtain the greatest degree of pride and a sense of security, not only will externalization to reduce shame and doubt failure, can stimulate individual dares to initiate more to

21、 achieve common difficulty mission, and on the difficult task better insist on sex, more efforts, therefore, they can experience more success. This kind of self-improvement attribution mode will eliminate Self-Handicapping.Instead, Self-Handicapping behavior of potential cognitive mechanism is defen

22、sive attribution mode, rarely for internal reasons to the success of the individual and will only for failture external factors making excuses individuals will expected future fail. The loser will escape achievement a task, and when facing difficulties will reduce hard task or abandon efforts. These

23、 adopts accept failure attribution mode will show more negative emotions and self assessment, and make the Self-Handicapping behavior to continue.According to the Self-Handicapping the cognitive characteristics, in education practice, we should instruct students to make the correct attribution, form

24、 a positive self-improvement attribution mode, thus maximum limit arouse students' emotion and pride to motive. Pay particular attention to those of self to block the attributional training for success focused on them, and make them the attribution of success more to be ability and hard work of

25、the academic success attribution, control of the master, is in their hands.First of all, understand the differences and different students attribution. This is achieved by specific attribution questionnaire to determine, also can be in long-term teachers and students interact, watched in generalizat

26、ions. To the student is often a concrete analysis of high grades to stable factors or unstable factors? Internal factors and external factors? Controlled factor or controlled factor? Attribution is continuing to affect the students in grades, but also an important factor attribution student towards

27、the study result positive attribution of premise. The teacher through the understanding of all kinds of students, accurate diagnosis their attribution, regular assessment for students, and made the positive attribution timely give affirmation, prompting the forming relatively stable tendency; To the

28、 student made negative not correct attribution, timely, and guide students to be corrected gradually grasp positively attribution, then adjust their own learning behavior. Secondly, through teacher evaluation and attribution way affect students' attribution thinking.Secondly, through teacher eva

29、luation and attribution way affect students' attribution thinking. For example: the teacher to honor student and difference attribution is different. When honor student do a good deed or five, self hamper to get good grades, the teacher often attributed to capacity, quality, and when the interna

30、l factors such as work the same good or live busily when getting good grades, but often by teachers attributable to task is simple, met the exterior factors such as luck. Conversely, when honor student when problems occur, teachers often attributed to external factors, while difference when problems

31、 occur was attributed to internal factors. This way to the development of difference attribution is extremely detrimental to the, they even show some good behavior, it is hard to get teacher's accurate evaluation, if poor performance, it will be as hopeless. Teachers of this class attribution wa

32、y will not only influence students attribution thinking, but also will directly affect their behavior. Therefore, the teacher should first actively shape his correct attribution way, will maximize the influence on students, so that they don't be negative attribution ways defeated. In our educati

33、on situation, the teacher if accidentally or intentionally cause inaccurate attribution evaluation, so students don't know their success or failure, thereby interfere with students explicitly attribution, so can't predict the future success or failure results, they will doubt you can also wi

34、ll succeed, and then they attack self-confidence. If the reason is very clear, such as the lack of ability to failure for, it is not need to protect self-esteem, so there was no Self-Handicapping behavior. Therefore, the teacher in the evaluation, test to concrete, sincere, have credibility, give cl

35、ear guidance and recommendations, to student's success or failure to make deterministic evaluation feedback, help students make clear attribution. Teachers should fully realize, and uncertainty evaluation to the student to form the positive feedback the self assessment and correct attribution mo

36、de is harmful.Third, good self-efficacy of training is self-reinforcing, strengthen the confidence to eliminate the good method that Self-Handicapping. The students to Self-Handicapping (general will study result failure to not controllable factors), teachers should by creating a series of activitie

37、s and make them through to succeed experience, so they believe that learning result quality themselves were able to control. For instance can through the difficulty of teaching materials and examination questions control experience after efforts to make the students after success, task appropriate d

38、ifficulty even more low, can make learning disabilities to experience one-time successful, gradually improving learning enthusiasm and insist on sex. But please note learning objectives, value must be explicit, the more clearly, value estimates purpose in his larger and scope, the more can self-effi

39、cacy. And through such as encourage the students has ego hinder behavior by yourself long and short than people, also can obtain subjective satisfaction and enhance self-efficacy.In addition to the reconstruction of students should also attribution mode and improve the education level synchronizatio

40、n parents. Because the student age characteristics, their learning motivation, faith and so on, not only by the influence of teachers and students, parents words and deeds, every move also have great effect on pupils, also often interfere with students' correct attribution. Therefore, we must al

41、so enhance the education level, parents must make them understand doting on children indulge or the harm of the simple and crude, let them understand and basic grasp attribution theory correct application role in family education, let parents in praise encourages and criticism to correctly use the s

42、cientific method, let error in family education of parents cooperate and assist children attributional training studious proofreading.Change attribution model is an effective Self-Handicapping behavior of elimination measures, its core is to let students can correct understand, the purpose is to pro

43、tect the students' ambition and pride. And it will be rooted in teacher's love, patience and correctly. Because the student has ego hinder behavior if not so-called "difference", also education competition system on the laggards and psychological state of health, teachers who only

44、betting more love and passion to go back to stimulate their impending devoid self-confidence, gumption.In addition, the following these strategies is indispensable.(1) To establish the cooperation rewards and punishments structure of classroom goal orientation.The structure of the competition in the

45、 class, rewards and punishment for low self-esteem or low ability consciousness's student, ask others for help show that their incompetence thus avoid for help; And everybody in the cooperative learning efforts to achieve a common goal, each other behavior interdependence, an individual's re

46、ward success depends on group, easy to form mutual cooperative partnership, can encourage students through cooperation and strive for success, to create self-esteem need security and control the sense of belonging.(2) Help students establish the best personal learning goal orientation.The adaptabili

47、ty of students motive mode is best "high task - low performance" goal orientation. Teacher should guide students to learn as improve ability and completing tasks process and means fade the learning as a means of performance ability. In the teaching activities, teachers should have awarenes

48、s of students to reduce social comparison, pay attention to improve the students in the evaluation of reference system itself.(3)Improve students' level of self-esteem and self-efficacy and attributional training.Guide students comprehensively and objectively evaluate myself, learn to self-recei

49、ving, establishing stable sense of self-esteem. Create conditions so that students can improve constantly success experience, students' self-efficacy. Such as teachers help students establish appropriate target; Guide students positively attribution mode; Teachers and parents to student's ef

50、forts to give timely, accurate, specific feedback evaluation, let they realize their efforts to acquire by corresponding results, that they produce controllable feeling, improve its ability faith. Guide the student to form the attribution of self-improvement for success, making them pattern more as

51、ability and hard work aspects of attribution.(4) To uncertainty evaluation, enhance students' evaluation of consistency and pertinence.Praise and criticism of students want detailed, clear, give clear guidance and recommendations, make students make sure which of your behavior is effective, whic

52、h place needs improvement, form a positive self assessment, improve its self-efficacy and academic level of self-esteem.(5) Reform, adjust the evaluation system.Implement comprehensive evaluation and single-item, process of assessment and summative assessment, quantitative evaluation and qualitative

53、 evaluation, self-assessment and he review combination of evaluation system, in order to reduce students face the threat, alleviate each evaluation two former anxieties.附录三对学业自我妨碍的干预对策20 世纪80年代,国外教育心理学研究者认为学生在失败时会产生保护自我价值的感觉,90年代后研究者从自我价值感保护发现了自我妨碍的动机性策略。文章对学业自我妨碍的影响因素及干预对策进行了综述,旨在为学校教育提供科学信息,使自我妨碍的

54、学生走出学业困境,从容应对学习的挑战。一、学业自我妨碍的概念自我妨碍是指在成就情境中,当个体面临被评价的威胁时,为保护自尊而为成功设置了障碍,做出一系列对自我成功不利的行为。学生为回避可能出现的消极情感结果而采取的降低或放弃努力的行为称为学业自我障碍。Covington1 认为学生都有自我妨碍的动机,他们可以把失败解释为是已有障碍的结果而不是由于自己低能力所造成的。二、学业自我妨碍的结果自我妨碍行为的结果是一矛盾复合体,具体表现为以下几方面: (1) 个体从自我妨碍中受到的伤害要大于收益。从长期、成就表现的影响角度讲是一种非适应性策略,减少努力和练习会减少成功的可能性并损害成就表现; (2)

55、自我妨碍是为了逃避失败,而为成功设置了障碍却使失败变得更加确定;(3) 自我妨碍是为了保护自尊,而自尊却变得更加脆弱;(4) 自我妨碍的保护性归因模式减少了对失败的自我责备,但是也降低了成功所带来的自我效能感; (5) 自我妨碍者在成功的条件下,可能会招致学生对其人格的怀疑,而在失败的情况下,他人会得出自我妨碍者具有懒惰、不负责任等消极人格特征; (6) 自我妨碍者防御性归因模式,导致其对自己的学业能力不确信,减少努力,导致低成就和低自我效能,妨碍个体人格成熟和心理健康。三、学业自我妨碍的影响因素(一) 个体对表现结果重要性(价值)的知觉。在影响个体自尊的因素中存在“重要性加权”现象,即自尊取

56、决于一个人在对他来讲非常重要的方面如何评价自己。在个体认为不重要的事情上的成败对其自尊的影响很小,因而不太可能激起自我妨碍行为。因此学生越是对学习感兴趣,越是认为学习重要、有意义,就越不可能进行自我妨碍和采用不利于学习的手段。学业不良学生的高抑郁、高外在归因、低自尊、低自我效能感使他们更容易使用自我妨碍策略来保护他们的自我价值。(二) 任务结果的反馈是否确定和一致。研究表明:意外的成功或失败造成学生自我能力的不确定性,从而引发自我妨碍行为。教学中空洞的表扬及过于严厉的批评和惩罚都属于不一致的评价反馈的范畴。(三) 自尊水平的高低和稳定性。不是所有面临不确定反馈结果的学生都会使用自我妨碍策略。那

57、些自尊水平较低或不稳定的学生更容易发生自我妨碍,他们高度关注自我保护,回避失败高于追求成功的欲望。有些学生表现出自尊心很强,实际上是一种虚假的或防御性的、不稳定的高自尊,是低自尊的一种特例。拥有不稳定高自尊的学生只有在学习顺利时才对自己满意,而不是真正在自爱中感到安全。(四) 学业自我效能感。学生关于他们自己能否有效地控制学习的能力知觉和信念就是学业自我效能感,这种主观判断和客观能力并不总是一致的。研究发现,在任何领域具有高自我效能感的人并不总是比低自我效能感的人更有能力。自我效能感高的人很少运用自我妨碍策略,自我效能感低的人怀疑自身能力,这让他们预期自己会失败,并将失败归因于能力低下,进而这

58、种挫败感会波及自我概念的其他方面,导致自尊水平低,因而容易导致自我妨碍,寻求自我保护。(五) 归因方式。一个人如果没有能力在某项特殊任务上获得成功,其内化成功和外化失败的归因模式是具有适应性和建设性的。而自我妨碍者的归因恰恰相反,他们倾向于防御性的归因模式,不管是成功还是失败,都避免作内部归因。这种将成败归因为外部、不可控因素的归因方式很难提高自我效能感和自尊水平。Urdan 和Midgley 等人研究发现回避型表现目标和表现取向的课堂目标结构对自我妨碍策略有显著的正向预测作用;个人任务目标和任务取向的课堂目标结构对自我妨碍有显著的负向预测作用。四、干预对策根据前文的分析结论，只有一个人学会在

59、成功时把成功归为内部稳定的能力因素，去获得最大程度的自豪感和安全感，而不是仅仅只会外化失败来减少羞耻感和怀疑，才能够激发个体敢于主动多去成就普通难度的任务，并且在困难任务上有更好的坚持性，更努力，因而，他们能够经历更多的成功。这种自我提高的归因模式会消除自我妨碍。相反，自我妨碍行为的潜在认知机制是防御性的归因模式，很少把成功归为内部原因的个体和只会为失败找外部因素借口的个体将预期未来还会失败。这种接受失败的人就会逃避成就任务，并且当面临困难任务时会减少努力或放弃努力。这些采用接受失败的归因模式的人会表现更消极的情感和自我评价，而且使自我妨碍行为得以延续。针对自我妨碍者的这种认知特点，在教育实践中，我们要引导学生作出正确的归因，形成积极的自我提高的归因模式，从而最大限度地激发学生的自豪情感和努力动机。尤其要注意对自我妨碍者的归因训练要集中于他们对成功的归因上，使他们对成功更多地作能力和努力方面的归因，把学业成功的控制权掌握在自己手中。首先，要了解和区别学生的不同归因倾向。这可通过特定的归因问卷来测定，也可在长期的师生相互交往中留心观察，归纳总结。要具体分析学生是经常把学习成绩的高低归于稳定的因素还是不稳定的