Ακαδημαϊκή αυτομείωση (self-handicapping) : Ερευνητικά δεδομένα και δυνατότητες παρέμβασης.

Περίληψη

Self-handicapping has been defined in a variety of ways by researchers, but most agree that it involves creating impediments to successful perform¬ance on tasks that the individual considers important. The present work examines the relationship between self-handicapping and self-esteem, the factors that influence the development and acquisition of handicapping behaviors at school and it evaluates the effect that academic self-handicap¬ping has on students’ school achievement. Also, it proposes governing lines for educational confrontation of self-handicapping, aiming at the complete academic and social incorporation of self-handicappers. Because handicap¬ping is part of a cycle of reduced academic effort and lower achievement at school, it may represent early stages of disengagement and withdrawal from school. If researchers and educators can better identify the factors that reduce or promote handicapping, strategies for breaking this cycle of aca¬demic withdrawal can be developed.