Publication: Perfiles de self-handicapping y autoestima y su relación con las metas de logro
Authors
Ferradás, María del Mar ; Freire, Carlos ; Rodríguez, Susana
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Perfiles de self-handicapping y autoestima y su relación con las
metas de logro
El presente trabajo pretende profundizar en el conocimiento del self-
handicapping académico. Dos son los objetivos de este estudio: (a) identifi-
car posibles perfiles de estudiantes a partir de la combinación del self-
handicapping (conductual y alegado) y la autoestima; y (b) analizar las dife-
rencias entre estos perfiles en cuanto a sus metas de logro (aprendizaje,
aproximación al rendimiento, evitación del rendimiento y evitación del tra-
bajo). Participaron en la investigación 1028 estudiantes universitarios. Para
la obtención de los perfiles se realizó un análisis de perfiles latentes. Las di-
ferencias entre perfiles en las metas de logro se analizaron mediante un
MANCOVA, tomando como covariables el género y el curso. Se obtuvie-
ron cinco perfiles de estudiantes: BA/ASH (baja autoestima y alto self-
handicapping); BA/ASHA (baja autoestima y alto self-handicapping alega-
do); BA/ASHC (baja autoestima y alto self-handicapping conductual);
MA/MSH (moderada autoestima y moderado self-handicapping); y
MA/BSH (moderada autoestima y bajo self-handicapping). Estos perfiles
se diferenciaron entre sí significativamente en cuanto a sus metas de logro.
Los resultados de este trabajo contribuyen a la comprensión de las caracte-
rísticas motivacionales de los estudiantes self-handicappers. Dado lo dis-
funcional que resultan estas estrategias, se plantean algunas pautas psi-
coeducativas dirigidas a la prevención del self-handicapping en el contexto
académico.
The present work seeks to deepen the knowledge of academic self-handicapping. The two objectives of this study were (a) to identify possible profiles of students from the combination of self-handicapping (behavioral and claimed) and self-esteem and (b) to analyze the differences among these profiles in terms of their achievement goals (learning, achievement-approach, achievement-avoidance and work-avoidance). Par- ticipants in this study included 1028 university students. To obtain the pro- files, a Latent Profile Analysis was conducted. The differences among pro- files in the achievement goals were analyzed by means of a MANCOVA, using gender and the course as covariables. Five student profiles were ob- tained: LSE/HSH (low self-esteem and high self-handicapping), LSE/HCSH (low self-esteem and high claimed self-handicapping), LSE/HBSH (low self-esteem and high behavioral self-handicapping), MSE/MSH (moderate self-esteem and moderate self-handicapping), and MSE/LSH (moderate self-esteem and low self-handicapping). These pro- files differed significantly from one another in terms of their achievement goals. The results of this work contribute to the understanding of the mo- tivational characteristics of self-handicapping students. Given how dys- functional these strategies are, some psychoeducational guidelines aimed at preventing self-handicapping in the academic context are outlined.
The present work seeks to deepen the knowledge of academic self-handicapping. The two objectives of this study were (a) to identify possible profiles of students from the combination of self-handicapping (behavioral and claimed) and self-esteem and (b) to analyze the differences among these profiles in terms of their achievement goals (learning, achievement-approach, achievement-avoidance and work-avoidance). Par- ticipants in this study included 1028 university students. To obtain the pro- files, a Latent Profile Analysis was conducted. The differences among pro- files in the achievement goals were analyzed by means of a MANCOVA, using gender and the course as covariables. Five student profiles were ob- tained: LSE/HSH (low self-esteem and high self-handicapping), LSE/HCSH (low self-esteem and high claimed self-handicapping), LSE/HBSH (low self-esteem and high behavioral self-handicapping), MSE/MSH (moderate self-esteem and moderate self-handicapping), and MSE/LSH (moderate self-esteem and low self-handicapping). These pro- files differed significantly from one another in terms of their achievement goals. The results of this work contribute to the understanding of the mo- tivational characteristics of self-handicapping students. Given how dys- functional these strategies are, some psychoeducational guidelines aimed at preventing self-handicapping in the academic context are outlined.
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