Autoprotección de la Valía e Intención de Abandono Escolar Temprano

• Lucía Roldán ^[1] ; Susana Rodríguez ^[1] ; Fátima María Díaz-Freire ^[1] ; Lucía Díaz-Pita ^[1] ; Tania Vieites ^[2]
  1. [1] Universidade da Coruña

     Universidade da Coruña

     A Coruña, España

     
  2. [2] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Revista de Psicología y Educación, ISSN 1699-9517, Vol. 19, Nº. 2, 2024, págs. 117-127
• Idioma: español
• DOI: 10.23923/rpye2024.02.256
• Títulos paralelos:
  • Self-protection of Self-worth and Intention of Early School Dropout
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Antecedentes: El abandono escolar temprano es un problema significativo en los centros educativos españoles. Ante un fracaso escolar se ve alterado el sentimiento de competencia y autovalía de los estudiantes. El presente estudio investiga el papel de las estrategias de autoprotección en la intención de abandono escolar temprano, centrándose en el self-handicapping (autoboicot), la autoafirmación y el pesimismo defensivo. Método: Participaron 570 estudiantes de 2º y 3º de la ESO en Galicia, España. Para evaluar las estrategias de autoprotección de la valía se utilizó el cuestionario de Estrategias Motivacionales de Auto-Protección (EMAP; Rodríguez, 2000). Se aplicaron análisis de varianzas y regresión logística para explorar las relaciones entre las estrategias de autoprotección y la intención de abandono. Resultado: El self-handicapping mostró una fuerte asociación con la intención de abandono escolar, constituyéndose un predictor significativo de la intención de abandono escolar. Conclusiones: La relación entre la autoafirmación y la intención de abandono desafía la idea de que esta estrategia siempre contribuye positivamente al compromiso escolar. Estos hallazgos resaltan la necesidad de abordar las estrategias de autoprotección en las intervenciones educativas para prevenir el abandono escolar.

  • English

    Background: Early school dropout is a significant issue in Spanish schools. Students sense of competence and selfworth can be affected when facing academic failure. This study examines the role of self-protection strategies in the intention to drop out of school early, focusing on self-handicapping, self-affirmation, and defensive pessimism. Method: A sample of 570 students from 2nd and 3rd grade of Compulsory Secondary Education in Galicia, Spain, participated in the study. The Motivational Strategies for Self-Protection questionnaire (EMAP; Rodriguez, 2000) was employed to assess self-protection strategies. Analysis of variance and logistic regression were utilized to investigate the links between self-protection strategies and the intention to drop out. Results: A strong correlation was found between self-handicapping and the intention to drop out, indicating that self-handicapping is a significant predictor of this intention. Conclusions: The relationship between self-affirmation and the intention to drop out challenges the notion that this strategy always benefits school engagement. These results underscore the importance of addressing self-protection strategies in educational interventions to prevent dropout.

• Referencias bibliográficas
  • Acosta-Gonzaga E. (2023). The effects of self-esteem and academic engagement on university students’ performance. Behavioral Sciences, 13(4),...
  • Akin, A. (2012). Self-handicapping and burnout. Psychological Reports, 110(1), 187-196. https://doi.org/10.2466/01.02.14.PR0.110.1.187-196
  • Arkin, R.M., y Baumgardner, A. (1985). Self-handicapping. En J. H. Harvey y G. Weary (Eds.), Attribution: Basic issues and applications (pp....
  • Bae, J., Yoo, H.S., y Lee, J. (2022). Identifying latent classes of self-esteem level, self-esteem stability, and internalized shame among...
  • Banerjee, R., y Halder, S. (2021). Amotivation and influence of teacher support dimensions: A self-determination theory approach. Heliyon,...
  • Brady, S.T., Reeves, S.L., Garcia, J., Purdie-Vaughns, V., Cook, J.E., Taborsky-Barba, S., Tomasetti, S., Davis, E.M., y Cohen, G. L. (2016)....
  • Chen, Z., Sun, K., y Wang, K. (2018). Self-esteem, achievement goals, and self-handicapping in college physical education. Psychological Reports,...
  • Cohen, G.L., y Sherman, D.K. (2014). The psychology of change: selfaffirmation and social psychological intervention. Annual Review of Psychology,...
  • Coudevylle, G.R., Gernigon, C., y Ginis, K.A.M. (2011). Self-esteem, self-confidence, anxiety and claimed self-handicapping: A mediational...
  • Coudevylle, G.R., Ginis, K.A.M., y Famose, J.P. (2008). Determinants of self-handicapping strategies in sport and their effects on athletic...
  • Covington, M.V. (1992). Making the grade: a self-worth perspective on motivation and school reform. Cambridge University Press.
  • Covington, M.V., y Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71(2),...
  • Crocker, J., Sommers, S.R., y Luhtanen, R.K. (2002). Hopes dashed and dreams fulfilled: Contingencies of self-worth and graduate school admissions....
  • De Castella, K., Byrne, D., y Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear...
  • Elliot, A.J., y Church, M.A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71(3),...
  • Eronen, S., Nurmi, J.E., y Salmela-Aro, K. (1998). Optimistic, defensivepessimistic, impulsive and self-handicapping strategies in university...
  • Ferla, J., Valcke, M., y Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement...
  • Ferradás, M.M., y Freire, C. (2019). Estrategias autoprotectoras y autoestima en una muestra de estudiantes universitarios. International...
  • Ferradás, M.M., Freire, C., Núñez, J.C., y Regueiro, B. (2019). Associations between profiles of self-esteem and achievement goals and the...
  • Ferradás, M.M., Freire, C., Núñez, J.C., y Regueiro, B. (2020). The relationship between self-esteem and achievement goals in university students:...
  • Ferradás, M.M., Freire, C., Regueiro, B., y Valle, A. (2018). Defensive pessimism, self-esteem and achievement goals: a person-centered approach....
  • Finez, L., y Sherman, D.K. (2012). Train in vain: The role of the self in claimed self-handicapping strategies. Journal of Sportand Exercise...
  • García, T., y Pintrich, P.R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies....
  • Gibbons, C. (2023). Surviving a pandemic-understanding the role of student stress, personality and coping on course satisfaction and anxiety...
  • Hall, C.C., Zhao, J., y Shafir, E. (2014). Self-affirmation among the poor: Cognitive and behavioral implications. Psychological Science,...
  • Helfert, S., y Warschburger, P. (2013). The face of appearance-related social pressure: gender, age and body mass variations in peer and parental...
  • Higgins, R.L., y Berglas, S. (1990). The maintenance and treatment of self-handicapping: From risk-taking to face-saving—and back. In R. L....
  • Jenkins, S., Goodnes, K., y Burhmester, D. (2002). Gender differences in early adolescents’ relationship qualities, self-efficacy, and depression...
  • Józsa, G., Oo, T.Z., Amukune, S., y Józsa, K. (2022). Predictors of the intention of learning in higher education: Motivation, selfhandicapping,...
  • Leary, M.R., y Shepperd, J.A. (1986). Behavioral self-handicaps versus self-reported handicaps: A conceptual note. Journal of Personality...
  • Lee, J.Q., Mclnerney, D.M., Liem, G.A.D., y Ortiga, Y.P. (2010). The relationship between future goals and achievement goal orientations:...
  • Lei, Y., y Duan, C. (2016). Relationships among chinese college students’ defensive pessimism, cultural values, and psychological health....
  • Lim, L. (2009). A two-factor model of defensive pessimism and its relations with achievement motives. The Journal of Psychology, 143(3), 318-336....
  • Limone, P., y Toto, G.A. (2022). Psychological strategies and protocols for promoting school well-being: A systematic review. Frontiers in...
  • Liu C.H., y Huang P.S. (2019). Beneficial effects of self-affirmation on motivation and performance reduced in students hungry for others’...
  • Martin, A.J. (2012). Fear of failure in learning. In N.M. Seel, (Eds.), Encyclopedia of the Sciences of Learning (pp. 1276-1278). Springer....
  • Martin, A.J., Marsh, H.W., y Debus, R.L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from...
  • Martin, A.J., Marsh, H.W., y Debus, R.L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal...
  • MEFP (2022). Datos y cifras. Curso escolar 2022-2023. Recuperado de: https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/...
  • Midgley, C., y Urdan, T. (1995). Predictors of middle school students’ use of self-handicapping strategies. The Journal of Early Adolescence,...
  • Midgley, C., Arunkumar, R., y Urdan, T.C. (1996). “If I don’t do well tomorrow, there’s a reason”: Predictors of adolescents’ use of academic...
  • Nagelkerke, N. J. (1991). A note on a general definition of the coefficient of determination. Biometrika, 78(3), 691-692.
  • Norem, J.K. (2008). Defensive pessimism, anxiety, and the complexity of evaluating self-regulation. Social and Personality Psychology Compass,...
  • Norem, J.K., y Cantor, N. (1986). Anticipatory and post hoc cushioning strategies: Optimism and defensive pessimism in “risky” situations....
  • Ntoumanis, N., Taylor, I.M., y Standage, M. (2010). Testing a model of antecedents and consequences of defensive pessimism and selfhandicapping...
  • Prapavessis, H., Grove, J.R., Maddison, R., y Zillmann, N. (2003). Selfhandicapping tendencies, coping, and anxietyresponses among athletes....
  • Putwain, D.W. (2019). An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, selfhandicapping,...
  • Reeves, S.L., Nguyen, T., Scholer, A.A., Fujita, K., y Spencer, S.J. (2023). Examining beliefs sbout the benefits of delf-affirmation for...
  • Rodríguez, S. (2000). Autorregulación motivacional del aprendizaje. Características diferenciales e implicaciones cognitivo-motivacionales....
  • Rumberger, R.W., y Rotermund, S. (2012). The relationship between engagement and high school dropout. In S.L. Christenson, A.L. Reschly, y...
  • Salazar-Ayala, C.M., Gastélum-Cuadras, G., Huéscar, E., Núñez, O., Barrón, J.C., y Moreno-Murcia, J.A. (2021). Individualism, competitiveness,...
  • Sanchis-Sanchis, A., Grau, M.D., Moliner, A.R., y Morales-Murillo, C.P. (2020). Effects of age and gender in emotion regulation of children...
  • Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., y Wirthwein, L. (2022). Why do students use strategies that...
  • Sherman, D.K. (2013). Self-affirmation: Understanding the effects. Social and Personality Psychology Compass, 7(11), 834-845. https://doi....
  • Sherman, D.K., y Cohen, G.L. (2006). The psychology of self-defense: Self-affirmation theory. Advances in Experimental Social Psychology,...
  • Sherman, D.K., Cohen, G.L., Nelson, L.D., Nussbaum, A.D., Bunyan, D.P., y Garcia, J. (2009). Affirmed yet unaware: Exploring the role of awareness...
  • Siegel, P.A., Scillitoe, J., y Parks-Yancy, R. (2005). Reducing the tendency to self-handicap: The effect of self-affirmation. Journal of...
  • Steele, C.M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. Advances in Experimental Social Psychology,...
  • Suárez, J.M., y Fernández, A.P. (2005). Escalas de evaluación de las estrategias motivacionales de los estudiantes. Anales de Psicología,...
  • Tekin, I., Yüksel, M., y Ekşi, H. (2023). The predictors of defensive pessimism: Cognitive flexibility, anxiety, and big-five personality...
  • Thompson, T. (1993). Characteristics of self-worth protection in achievement behaviour. British Journal of Educational Psychology, 63(3),...
  • Thompson, T., y Dinnel, D.L. (2007). Is self-worth protection best regarded as intentional self-handicapping behaviour or an outcome of choking...
  • Thompson, T., y Richardson, A. (2001). Self-handicapping status, claimed self-handicaps and reduced practice effort following success and...
  • Thompson, T., Davidson, J.A., y Barber, J.G. (1995). Self-worth protection in achievement motivation: Performance effects and attributional...
  • Török, L., Szabó, Z.P., y Tóth, L. (2018). A critical review of the literature on academic self-handicapping: theory, manifestations, prevention...
  • Tulis, M., y Fulmer, S.M. (2013). Students’ motivational and emotional experiences and their relationship to persistence during academic challenge...
  • Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture....
  • Urdan, T., y Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2),...
  • Vázquez, R., Calvo, G., y López-Gil, M. (2022). El abandono escolar desde la interseccionalidad: el género marca diferencias. Cadernos De...
  • Vicent, M., Lagos San Martín, N., Gonzálvez, C., Inglés, C.J., GarcíaFernández, J.M., y Gomis Selva, N. (2015). Diferencias de género y edad...
  • Vohs, K.D., Park, J.K., y Schmeichel, B.J. (2013). Self-affirmation can enable goal disengagement. Journal of Personality and Social Psychology,...
  • Xing, S., Gao, X., Jiang, Y., Archer, M., y Liu, X. (2018). Effects of ability and effort praise on children’s failure attribution, self-handicapping,...
  • Zhang, H., Chen, X., Zhang, B., y Kelley, G.W. (2021). The relationship between math-gender stereotype and academic burnout: The mediating...
  • Zheng, L.R., Atherton, O.E., Trzesniewski, K., y Robins, R.W. (2020). Are self-esteem and academic achievement reciprocally related? Findings...
  • Zuckerman, M., y Tsai, F.F. (2005). Costs of self-handicapping. Journal of Personality, 73(2), 411-442. https://doi.org/10.1111/j.1467- 6494.2005.00314.