Estrategias de self -handicapping en estudiantes universitarios. Diferencias entre cursos

  1. María del Mar Ferradás 1
  2. Carlos Freire 1
  3. Bibiana Regueiro 2
  4. Isabel Piñeiro 1
  5. Susana Rodríguez 1
  6. Antonio Valle 1
  1. 1 Universidade da Coruña. Departamento de Psicoloxía evolutiva
  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Revista de estudios e investigación en psicología y educación

ISSN: 2386-7418

Ano de publicación: 2015

Título do exemplar: XIII Congreso Internacional G-P de Psicopedagogía. Área 1: APRENDIZAJE, MEMORIA Y MOTIVACIÓN

Número: 1

Páxinas: 63-66

Tipo: Artigo

DOI: 10.17979/REIPE.2015.0.01.345 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de estudios e investigación en psicología y educación

Resumo

This paper analyzes possible statistical differences in behavioural and claimed self- handicapping strategies related to course factor. Cross- section ex post factum simple prospective study was used. The sample comprised a total of 6 91 students (86% women; M age = 21.35; SD = 3.75) from University of A Coruña enrolled in first (54.8%) and third course (45.2%) of Educational Sciences (68.9%) and Health Sciences (31.1%). Results show that both behavioural and claimed self- handicapping strategies are significantly more used by students enrolled in third course of Educational Sciences and Health Sciences. Possible factors linked to learning environment that might promote self -handicapping are discussed. Moreover, psychological and education al guidance aimed at preventing academic self -handicapping is proposed

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Fonte de datos: Dialnet