Self-handicapping strategies for learning of preservice teachers
The aim of the study was to investigate self-handicapping strategies applied by students in an academic context and to analyze the relationship between the use of these strategies and the students’ gender, age and course year. The sample consisted of 164 students of both genders aged 18 to 48 years...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
| Repositório: | Estudos de Psicologia (Campinas) |
| Idioma: | inglês |
| OAI Identifier: | oai:ojs.periodicos.puc-campinas.edu.br:article/8208 |
| Acesso em linha: | https://periodicos.puc-campinas.edu.br/estpsi/article/view/8208 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Higher education Procrastination Teacher education Ensino superior Procrastinaçãod Formação de professores |
| Resumo: | The aim of the study was to investigate self-handicapping strategies applied by students in an academic context and to analyze the relationship between the use of these strategies and the students’ gender, age and course year. The sample consisted of 164 students of both genders aged 18 to 48 years and enrolled in the second and fourth years of the undergraduate program in pedagogy at Brazilian public universities. The data were collected through open-ended questions and a self-reported Likert scale instrument. Students reported applying several self-handicapping strategies, such as procrastination and not reading the recommended texts. Young students and women reported a more frequent use of these strategies. The importance of identifying the self-handicapping behavior of college students is discussed in this article. |
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