Academic Self-Handicapping Scale – Chinese Version

Description

Since the concept of self-handicapping (自我妨碍) was proposed by psychologists in 1978, it has been a research topic in the fields of personality and clinical psychology. Recently, researchers have begun to examine self-handicapping behaviors in academic contexts, particularly academic self-handicapping (学业自我妨碍), which has garnered attention from the educational psychology community. The study of academic self-handicapping is a significant area within self-research. Self-handicapping can also be referred to as self-limiting (自我设限) or self-obstruction (自我设阻). Researchers have defined self-handicapping from various perspectives.

Authors and Contact Email

Information not available

Purpose

The purpose of this research is to explore the self-handicapping behaviors in academic contexts among middle school students and to investigate the consequences of these behaviors on academic performance and self-perception.

Test Year

Information not available

Administration Method and Scoring

The study utilized the Academic Self-Handicapping Scale (学业自我妨碍量表, ASHS) using a Likert scoring system where responses are rated as follows:
“完全不符合” (Not at all agree) = 1 point,
“ 不太符合” (Disagree somewhat) = 2 points,
“一般” (Neutral) = 3 points,
“比较符合” (Agree somewhat) = 4 points,
“完全符合” (Completely agree) = 5 points.

Reliability and Validity

The split-half reliability coefficients for the two factors of academic self-handicapping—behavioral self-handicapping (行为的学业自我妨碍) and claimed self-handicapping (声称的学业自我妨碍)—were 0.776 and 0.828, respectively. The total questionnaire’s split-half reliability coefficient was 0.813, indicating good split-half reliability. The Cronbach’s alpha coefficients for the two factors were 0.803 and 0.828, and the total alpha coefficient for the questionnaire was 0.885, demonstrating strong internal consistency.

Factors and Subscales

1. 行为的学业自我妨碍 (Behavioral Academic Self-Handicapping)
2. 声称的学业自我妨碍 (Claimed Academic Self-Handicapping)

Keywords

Academic self-handicapping, self-limiting behaviors, psychological adaptation, educational psychology.

Items in Chinese

1. 我一般会将作业拖到最后才做，这样如果我做得好，别人就会觉得我很聪明。
2. 我在考试前会说自己心情不太好，其实自己的心情并没有说的那么糟。
3. 我会给自己定一些不切实际的学习目标，这样即使完成不了对我的打击也不会特别大。
4. 我平时总会说自己回答问题的时候太紧张，知道答案也回答不出来，而我实际上并没有说的那么紧张，回答不出来也是因为不知道答案。
5. 在课堂上我有时候会故意不记笔记或者记得不完整，这样学不好这门课我也可以找个好理由了。
6. 在做作业前我会故意说他人对我的学习干扰很大,其实我并不会受到太大的影响。
7. 在考试前我总是不认真复习,这样如果我考得不好,就可以说是没有充分准备。
8. 我不愿意在学习上投入更多精力,这样如果我成绩好,别人就会认为我很聪明。
9. 我在参加学习方面的竞赛之前会夸张地说自己生病了,可能会成绩不佳。
10. 我在完成学习任务之前会说自己身体很不舒服,可能完成得不好,但实际上并没有说的那么不舒服。
11. 我在考试前会说自己很紧张,而我实际上并没有说的那么紧张。
12. 在学校的时候我玩得更多是因为想表现出自己学得很轻松的样子。
13. 在面临重要考试或竞赛时我会告诉大家我休息得不好,但这只是为我考试成绩可能不理想准备的一个借口。
14. 我在考试前不怎么复习,这样如果我考得还可以的话,其他同学就会羡慕我聪明。
15. 我会给自己定一些不切实际的学习目标,这样即使完成不了对我的打击也不会太大。

Items in English

1. I generally put off doing homework until the last minute, so if I do well, others will think I am very smart.
2. Before exams, I say I am not feeling well, even though my mood is not as bad as I claim.
3. I set unrealistic learning goals for myself, so that if I do not achieve them, the impact on me won’t be too great.
4. I often say that I am too nervous when answering questions, even though I know the answer; in fact, I am not as nervous as I claim, and not answering correctly is simply because I don’t know the answer.
5. In class, I sometimes deliberately do not take notes or take incomplete notes so that if I do not understand the subject, I can have a good excuse.
6. Before doing homework, I purposely claim that others disrupt my learning greatly, although I am not affected much.
7. Before exams, I do not review diligently, so that if I perform poorly, I can claim it was due to insufficient preparation.
8. I am unwilling to invest more effort in studying so that if I do well, people will think I am very smart.
9. Before participating in academic competitions, I exaggerate that I am sick, potentially leading to poor performance.
10. Before completing learning tasks, I say I feel quite unwell, which might lead to poor performance, but I am not feeling as unwell as I claim.
11. Before tests, I say I am very nervous, while in reality, I am not as nervous as I say.
12. At school, I play more to appear that I am learning easily.
13. When facing important exams or competitions, I tell others that I haven’t rested well, but this is merely an excuse for my potentially poor exam performance.
14. I hardly review before exams; so if I perform moderately well, other students will envy my intelligence.
15. I set unrealistic learning goals for myself, so the impact of not meeting them will not hit me too hard.

References

黄爽. 中学生学业自我妨碍的特点及其相关研究[D]. 西南大学, 2006.
董文旗. 团体辅导对高二学生学业自我妨碍的干预研究[D]. 新疆师范大学, 2018. DOI:10.27432/d.cnki.gxsfu.2018.000070.
张莹辉. 高中生成就目标定向、学业自我妨碍与学习投入的关系及教育对策[D]. 河南大学, 2019.
王慰. 认知行为归因训练的团体辅导对初二学生学业自我妨碍的干预研究[D]. 西南大学, 2012.
牛雅萍. 高中生自我效能感对学业拖延行为的影响：自我妨碍的中介作用[D]. 西北师范大学, 2019.