中职学生学业自我妨碍量表的编制及结构探索(3)
参考文献
[1]Berglas S,Jones E E. Drug choice as a self-handicapping strategy in response to noncontingent success[J]. Journal of Personality and Social Psychology,1978,36(4):405-417.
[2]Elliot A,Church M A. Motivational analysis of defensive pessimism and self-handicapping[J].Journal of Personality,2003,71:31-49.
[3]Garcia T. The role of motivational strategies in self-regulated learning[J].New Direction for Teaching and Learning,1995,63:29-43.
[4]李曉冬,袁冬华,孟威佳.国外关于自我妨碍的研究进展[J].东北师范大学学报(哲学社会科学版),2004(4):131-136.
[5]李春芳.学生的自我妨碍行为及其干预[J].上海教育科研,2003(7):59-62.
[6]Jones E E,Rhodewalt F. The Self-handicapping Scale[M]. Princeton NJ:Princeton University,1982.
[7]Strube M J. An analysis of the Self-handicapping Scale[J]. Basic and Applied Social Psychology,1986,7:211-244.
[8]Murray C B,Warden M R. Implication of self-handicapping strategies for academic achievement:A reconceptualization[J]. Journal of Social Psychology,1991,132:23-37.
[9]Midgley C,Urdan T. Predictors of middle school student’s use of self-handicapping strategies[J]. Journal of Early Adolescence,1995,15:389-411.
[10]戴妍.不同情境中大学生的成就目标取向和自尊对自我设限的影响[D].硕士学位论文. 兰州:西北师范大学,2005.
[11]李晓冬,林崇德,聂尤彦.课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍等[J].心理科学,2003, 26(4):590-594.
(作者单位:浙江省宁波市北仑区教育局教科所,宁波, 315800)
编辑/刘 扬 终校/于 洪 杜文姬, 百拇医药(张越)
[1]Berglas S,Jones E E. Drug choice as a self-handicapping strategy in response to noncontingent success[J]. Journal of Personality and Social Psychology,1978,36(4):405-417.
[2]Elliot A,Church M A. Motivational analysis of defensive pessimism and self-handicapping[J].Journal of Personality,2003,71:31-49.
[3]Garcia T. The role of motivational strategies in self-regulated learning[J].New Direction for Teaching and Learning,1995,63:29-43.
[4]李曉冬,袁冬华,孟威佳.国外关于自我妨碍的研究进展[J].东北师范大学学报(哲学社会科学版),2004(4):131-136.
[5]李春芳.学生的自我妨碍行为及其干预[J].上海教育科研,2003(7):59-62.
[6]Jones E E,Rhodewalt F. The Self-handicapping Scale[M]. Princeton NJ:Princeton University,1982.
[7]Strube M J. An analysis of the Self-handicapping Scale[J]. Basic and Applied Social Psychology,1986,7:211-244.
[8]Murray C B,Warden M R. Implication of self-handicapping strategies for academic achievement:A reconceptualization[J]. Journal of Social Psychology,1991,132:23-37.
[9]Midgley C,Urdan T. Predictors of middle school student’s use of self-handicapping strategies[J]. Journal of Early Adolescence,1995,15:389-411.
[10]戴妍.不同情境中大学生的成就目标取向和自尊对自我设限的影响[D].硕士学位论文. 兰州:西北师范大学,2005.
[11]李晓冬,林崇德,聂尤彦.课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍等[J].心理科学,2003, 26(4):590-594.
(作者单位:浙江省宁波市北仑区教育局教科所,宁波, 315800)
编辑/刘 扬 终校/于 洪 杜文姬, 百拇医药(张越)