Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100206 |
Resumo: | Abstract Self-handicapping strategies refer to the set of choices and attitudes adopted to minimize blame for failure and increase the value of success in achievement situations. This paper aims to describe the stages of construction and the psychometric analysis of a scale to measure the self-handicapping strategies of university students. In study 1, the major steps for the construction of the scales and initial results are reported. The internal consistency indices were acceptable and the principal component analysis revealed factors with little explanation of data variance. In study 2, data from a sample of 834 students from several undergraduate courses of different Brazilian universities were subjected to exploratory factor analysis using the minimum rank factor analysis (MRFA) method and the matrix of polychoric correlations. The parallel analysis criterion for factor retention indicated the one-factor solution as the best fit to data. The importance of having a valid and reliable measure to assess self-handicapping strategies in educational contexts and the promising use of the scale in actions to improve learning in higher education are discussed. |
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Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
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Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ)Self-handicapSelf-handicapping strategiesAssessment measuresHigher educationAbstract Self-handicapping strategies refer to the set of choices and attitudes adopted to minimize blame for failure and increase the value of success in achievement situations. This paper aims to describe the stages of construction and the psychometric analysis of a scale to measure the self-handicapping strategies of university students. In study 1, the major steps for the construction of the scales and initial results are reported. The internal consistency indices were acceptable and the principal component analysis revealed factors with little explanation of data variance. In study 2, data from a sample of 834 students from several undergraduate courses of different Brazilian universities were subjected to exploratory factor analysis using the minimum rank factor analysis (MRFA) method and the matrix of polychoric correlations. The parallel analysis criterion for factor retention indicated the one-factor solution as the best fit to data. The importance of having a valid and reliable measure to assess self-handicapping strategies in educational contexts and the promising use of the scale in actions to improve learning in higher education are discussed.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100206Psicologia: Reflexão e Crítica v.35 2022reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-022-00210-6info:eu-repo/semantics/openAccessBoruchovitch,EvelyRufini,Sueli EdiGanda,Danielle RibeiroMiranda,Lucia CerqueiraAlmeida,Leandro Silva deeng2022-05-12T00:00:00Zoai:scielo:S0102-79722022000100206Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2022-05-12T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) |
title |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) |
spellingShingle |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) Boruchovitch,Evely Self-handicap Self-handicapping strategies Assessment measures Higher education |
title_short |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) |
title_full |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) |
title_fullStr |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) |
title_full_unstemmed |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) |
title_sort |
Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) |
author |
Boruchovitch,Evely |
author_facet |
Boruchovitch,Evely Rufini,Sueli Edi Ganda,Danielle Ribeiro Miranda,Lucia Cerqueira Almeida,Leandro Silva de |
author_role |
author |
author2 |
Rufini,Sueli Edi Ganda,Danielle Ribeiro Miranda,Lucia Cerqueira Almeida,Leandro Silva de |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Boruchovitch,Evely Rufini,Sueli Edi Ganda,Danielle Ribeiro Miranda,Lucia Cerqueira Almeida,Leandro Silva de |
dc.subject.por.fl_str_mv |
Self-handicap Self-handicapping strategies Assessment measures Higher education |
topic |
Self-handicap Self-handicapping strategies Assessment measures Higher education |
description |
Abstract Self-handicapping strategies refer to the set of choices and attitudes adopted to minimize blame for failure and increase the value of success in achievement situations. This paper aims to describe the stages of construction and the psychometric analysis of a scale to measure the self-handicapping strategies of university students. In study 1, the major steps for the construction of the scales and initial results are reported. The internal consistency indices were acceptable and the principal component analysis revealed factors with little explanation of data variance. In study 2, data from a sample of 834 students from several undergraduate courses of different Brazilian universities were subjected to exploratory factor analysis using the minimum rank factor analysis (MRFA) method and the matrix of polychoric correlations. The parallel analysis criterion for factor retention indicated the one-factor solution as the best fit to data. The importance of having a valid and reliable measure to assess self-handicapping strategies in educational contexts and the promising use of the scale in actions to improve learning in higher education are discussed. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100206 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100206 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1186/s41155-022-00210-6 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
dc.source.none.fl_str_mv |
Psicologia: Reflexão e Crítica v.35 2022 reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online) instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
collection |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
prc@springeropen.com |
_version_ |
1750134867159416832 |