The Relationship Between Self-Handicapping and Academic Engagement: The Mediating Effect of Academic Buoyancy and Moderating Effect of Parental Support

Abstract

Abstract: Using questionnaires survey, the relation between self-handicapping and academic engagement was explored, and the mediating effect of academic buoyancy and the moderating effect of parental support were investigated among 498 high school students. The instruments included self-handicapping scale, academic engagement scale, academic buoyancy scale and parental support scale. The results showed that: 1) self-handicapping had a significant negative prediction on academic engagement; 2) the academic buoyancy played a mediating role in the relationship between self-handicapping and academic engagement; 3) the relationship between self-handicapping and academic engagement was moderated by parental support. Compared with the students who have lower parental support, self-handicapping was a stronger predictor of academic engagement among students who have higher parental support.

Key words: self-handicapping, academic engagement, academic buoyancy, parental support

摘要： 以498名高中生为研究对象，通过问卷调查法探讨高中生的自我妨碍与学习投入的关系，并考察学业浮力的中介作用以及父母支持的调节作用。测量工具包括自我妨碍量表、学习投入量表、学业浮力量表和父母自主支持量表。结果表明：（1）自我妨碍对学习投入有显著负向预测作用；（2）学业浮力在自我妨碍和学习投入的关系中起部分中介作用；（3）自我妨碍和学习投入的关系受到父母支持的调节。与低父母支持相比，在高父母支持的学生中，自我妨碍对学习投入有更强的负向预测作用。

关键词: 自我妨碍, 学习投入, 学业浮力, 父母支持

CLC Number:

B842.3

JIA Xuji, LI Yaqian, CAI Lin, WANG Qingjin, LIN Lin. The Relationship Between Self-Handicapping and Academic Engagement: The Mediating Effect of Academic Buoyancy and Moderating Effect of Parental Support[J]. Studies of Psychology and Behavior, 2020, 18(2): 227-233.

贾绪计, 李雅倩, 蔡林, 王庆瑾, 林琳. 自我妨碍与学习投入的关系：学业浮力的中介作用和父母支持的调节作用[J]. 心理与行为研究, 2020, 18(2): 227-233.

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