Self-handicapping strategies for learning of preservice teachers

Detalhes bibliográficos
Autor(a) principal: GANDA, Danielle Ribeiro
Data de Publicação: 2023
Outros Autores: BORUCHOVITCH, Evely
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/8208
Resumo: The aim of the study was to investigate self-handicapping strategies applied by students in an academic context and to analyze the relationship between the use of these strategies and the students’ gender, age and course year. The sample consisted of 164 students of both genders aged 18 to 48 years and enrolled in the second and fourth years of the undergraduate program in pedagogy at Brazilian public universities. The data were collected through open-ended questions and a self-reported Likert scale instrument. Students reported applying several self-handicapping strategies, such as procrastination and not reading the recommended texts. Young students and women reported a more frequent use of these strategies. The importance of identifying the self-handicapping behavior of college students is discussed in this article.
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spelling Self-handicapping strategies for learning of preservice teachersEstratégias autoprejudiciais à aprendizagem de professores em formaçãoHigher educationProcrastinationTeacher educationEnsino superiorProcrastinaçãodFormação de professoresThe aim of the study was to investigate self-handicapping strategies applied by students in an academic context and to analyze the relationship between the use of these strategies and the students’ gender, age and course year. The sample consisted of 164 students of both genders aged 18 to 48 years and enrolled in the second and fourth years of the undergraduate program in pedagogy at Brazilian public universities. The data were collected through open-ended questions and a self-reported Likert scale instrument. Students reported applying several self-handicapping strategies, such as procrastination and not reading the recommended texts. Young students and women reported a more frequent use of these strategies. The importance of identifying the self-handicapping behavior of college students is discussed in this article.A presente pesquisa tem como objetivo investigar as estratégias autoprejudiciais empregadas por alunos em contexto acadêmico, explorando as relações entre o uso dessas estratégias e o gênero, idade e etapa do curso. A amostra foi composta por 164 estudantes universitários de ambos os gêneros, com idade entre 18 e 48 anos, matriculados no 2º e no 4º ano de cursos de Pedagogia em universidades públicas brasileiras. Os dados foram coletados por meio de questões abertas e de uma escala de autorrelato do tipo Likert. Os estudantes relataram empregar diversas estratégias autoprejudiciais, como procrastinar e não fazer a leitura dos textos recomendados. Os alunos mais novos e as mulheres relataram uso mais frequente dessas estratégias. Discute-se a importância de se identificar os comportamentos autoprejudiciais de universitáriosNúcleo de Editoração - PUC-Campinas2023-04-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/8208Psychological Studies; Vol. 32 No. 3 (2015): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 32 Núm. 3 (2015): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 32 n. 3 (2015): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPenghttps://periodicos.puc-campinas.edu.br/estpsi/article/view/8208/5734Copyright (c) 2023 Danielle Ribeiro GANDA, Evely BORUCHOVITCHhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGANDA, Danielle Ribeiro BORUCHOVITCH, Evely2023-04-13T14:50:00Zoai:ojs.periodicos.puc-campinas.edu.br:article/8208Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-04-13T14:50Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv Self-handicapping strategies for learning of preservice teachers
Estratégias autoprejudiciais à aprendizagem de professores em formação
title Self-handicapping strategies for learning of preservice teachers
spellingShingle Self-handicapping strategies for learning of preservice teachers
GANDA, Danielle Ribeiro
Higher education
Procrastination
Teacher education
Ensino superior
Procrastinaçãod
Formação de professores
title_short Self-handicapping strategies for learning of preservice teachers
title_full Self-handicapping strategies for learning of preservice teachers
title_fullStr Self-handicapping strategies for learning of preservice teachers
title_full_unstemmed Self-handicapping strategies for learning of preservice teachers
title_sort Self-handicapping strategies for learning of preservice teachers
author GANDA, Danielle Ribeiro
author_facet GANDA, Danielle Ribeiro
BORUCHOVITCH, Evely
author_role author
author2 BORUCHOVITCH, Evely
author2_role author
dc.contributor.author.fl_str_mv GANDA, Danielle Ribeiro
BORUCHOVITCH, Evely
dc.subject.por.fl_str_mv Higher education
Procrastination
Teacher education
Ensino superior
Procrastinaçãod
Formação de professores
topic Higher education
Procrastination
Teacher education
Ensino superior
Procrastinaçãod
Formação de professores
description The aim of the study was to investigate self-handicapping strategies applied by students in an academic context and to analyze the relationship between the use of these strategies and the students’ gender, age and course year. The sample consisted of 164 students of both genders aged 18 to 48 years and enrolled in the second and fourth years of the undergraduate program in pedagogy at Brazilian public universities. The data were collected through open-ended questions and a self-reported Likert scale instrument. Students reported applying several self-handicapping strategies, such as procrastination and not reading the recommended texts. Young students and women reported a more frequent use of these strategies. The importance of identifying the self-handicapping behavior of college students is discussed in this article.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/8208
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/8208
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/8208/5734
dc.rights.driver.fl_str_mv Copyright (c) 2023 Danielle Ribeiro GANDA, Evely BORUCHOVITCH
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Danielle Ribeiro GANDA, Evely BORUCHOVITCH
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 32 No. 3 (2015): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 32 Núm. 3 (2015): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 32 n. 3 (2015): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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