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

• María del Mar Ferradás ^[1] ; Carlos Freire ^[1] ; Bibiana Regueiro ^[1] ; Isabel Piñeiro ^[1] ; Susana Rodríguez ^[1] ; Antonio Valle ^[1]
  1. [1] Universidade da Coruña

     Universidade da Coruña

     A Coruña, España

     
• Localización: Revista de estudios e investigación en psicología y educación, ISSN-e 2386-7418, Nº. Extra 1, 2015 (Ejemplar dedicado a: XIII Congreso Internacional G-P de Psicopedagogía. Área 1: APRENDIZAJE, MEMORIA Y MOTIVACIÓN), págs. 63-66
• Idioma: español
• DOI: 10.17979/reipe.2015.0.01.345
• Títulos paralelos:
  • Self -handicapping strategies in university students. Differences between courses
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    En el presente trabajo se analiza la posible existencia de diferencias significativas en la utilización de las estrategias de self -handicapping conductual y alegado en función de la variable curso. Se diseñó un estudio ex post facto prospectivo simple de corte transversal. Participaron en la investigación 691 estudiantes (86%, mujeres; Medad = 2 1.35; DT = 3.75) de la Universidade da Coruña que cursaban 1º (54.8%) y 3º (45.2%) de grado en titulaciones de Ciencias de la Educación (68.9%) y Ciencias de la Salud (31.1%). Los resultados indican que los estudiantes de tercer curso de Ciencias de la Edu cación y Ciencias de la Salud se acogen significativamente en mayor medida tanto al self- handicapping conductual como al self- handicapping alegado que los estudiantes de primer curso. S e analizan las posibles circunstancias del contexto de aprendizaje que podrían estar influyendo en la adopción de estas tácticas. Asimismo, se proporcionan algunas orientaciones psicoeducativas dirigidas a prevenir la utilización del self -handicapping académico.

  • English

    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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