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Atribuições causais, estratégias self-handicapping e perceção subjetiva de rendimento académico em estudantes do ensino superior
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Abstract(s)
As atribuições causais referem-se a crenças importantes que atuam no final da sequência motivacional e que influenciam as expetativas de sucesso futuro dos indivíduos. Por sua vez, as estratégias self-handicapping representam escolhas ou atos realizados, antes ou durante uma atividade, pelo indivíduo, que prejudicam a sua realização. Estas estratégias são utilizadas, frequentemente, para regular as ameaças à autoestima causadas pelo medo de fracassar no percurso académico. A literatura na área tem sugerido que as estratégias de self-hadicapping fornecem a base para as atribuições causais, uma vez que são comportamentos ou circunstâncias criadas intencionalmente para ludibriar a perceção, que os outros podem ter, do desempenho do sujeito, caso ocorra o insucesso. O principal objetivo deste trabalho é examinar o contributo específico das perceções subjetivas de desempenho académico nas atribuições causais e nas estratégias self-handicapping num grupo de 700 estudantes do ensino superior de uma universidade pública portuguesa. As variáveis foram medidas através do Questionário das Atribuições para os Resultados Escolares (QARE, Miranda & Almeida, 2008), da Escala de Estratégias selfhandicapping (EEA, Boruchovitch & Ganda, 2013), e foi ainda recolhida a perceção subjetiva de rendimento académico dos estudantes através de uma questão elaborada para o efeito. Verificaram-se associações com significado estatístico entre as atribuições causais e as estratégias self-handicapping, principalmente nas raparigas, assim como, entre as perceções subjetivas de rendimento, as atribuições causais e as estratégias de selfhandicapping, registando-se uma maior associação entre estas variáveis no 2º ano das licenciaturas, tanto nas raparigas como nos rapazes. Embora, ao longo dos 3 anos de licenciatura, a explicação do rendimento académico se faça por diferentes modelos, as variáveis que mais variância explicam são as atribuições ao esforço e organização do estudo e as atribuições à falta de esforço e organização do estudo. Reflete-se sobre possíveis circunstâncias do contexto de aprendizagem que podem justificar a adoção das atribuições e das estratégias self-handicapping.
The causal attributions refer to important beliefs that act at the end of the motivational sequence and that influence the expectations of future success of the individuals. In its turn, the self-handicapping strategies represent choices or acts carried out, before or during an activity, by the individual, that harm its realization. These strategies are used, frequently, to regularize the threats to the self-esteem caused by the fear of failing in the academic achievement. The literature in the area has been suggesting that the selfhandicapping strategies provide the base to causal attributions, since they are behaviors or circumstances created intentionally to deceive the perception, that the others can have, of the subject’s achievement, in case of failure. The main objective of this work is to examine the specific contribute of the subjective perceptions of academic achievement in causal attributions and in self-handicapping strategies in a group of 700 higher education students of a portuguese public university. The variables were measured through the Questionário das Atribuições para os Resultados Escolares (QARE, Miranda & Almeida, 2008), of the Escala de Estratégias self-handicapping (EEA, Boruchovitch & Ganda, 2013), and was also collected the subjective perception of academic achievement of the students through a question drawn up for this purpose. There were verified associations with statistical significance between the causal attributions and the self-handicapping strategies especially in girls, as well as, between the subjective perceptions of achievement, the causal attributions and the self-handicapping strategies, noticing a greater association between these variables in the 2nd year degree, both in the girls and in the boys. Although, during the tree years degree, the explanation of the academic achievement is made by different models, the variables that more variance explain are the attributions to effort and study organization and the attributions to the lack of effort and study organizations. It is reflected about possible circumstances in the context of learning that can justify the adoption of the attributions and self-handicapping strategies.
The causal attributions refer to important beliefs that act at the end of the motivational sequence and that influence the expectations of future success of the individuals. In its turn, the self-handicapping strategies represent choices or acts carried out, before or during an activity, by the individual, that harm its realization. These strategies are used, frequently, to regularize the threats to the self-esteem caused by the fear of failing in the academic achievement. The literature in the area has been suggesting that the selfhandicapping strategies provide the base to causal attributions, since they are behaviors or circumstances created intentionally to deceive the perception, that the others can have, of the subject’s achievement, in case of failure. The main objective of this work is to examine the specific contribute of the subjective perceptions of academic achievement in causal attributions and in self-handicapping strategies in a group of 700 higher education students of a portuguese public university. The variables were measured through the Questionário das Atribuições para os Resultados Escolares (QARE, Miranda & Almeida, 2008), of the Escala de Estratégias self-handicapping (EEA, Boruchovitch & Ganda, 2013), and was also collected the subjective perception of academic achievement of the students through a question drawn up for this purpose. There were verified associations with statistical significance between the causal attributions and the self-handicapping strategies especially in girls, as well as, between the subjective perceptions of achievement, the causal attributions and the self-handicapping strategies, noticing a greater association between these variables in the 2nd year degree, both in the girls and in the boys. Although, during the tree years degree, the explanation of the academic achievement is made by different models, the variables that more variance explain are the attributions to effort and study organization and the attributions to the lack of effort and study organizations. It is reflected about possible circumstances in the context of learning that can justify the adoption of the attributions and self-handicapping strategies.
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Atribuições causais Estratégias self-handicapping Perceção subjetiva do rendimento académico Ensino Superior Causal attributions Self-handicapping strategies Subjective perception of the academic achievement Higher education Psicologia da Educação . Faculdade de Artes e Humanidades