Reflections on the use of self-handicapping strategies in mathematics : literature review.
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Date
2023
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Abstract
Self-handicapping strategies are performance configuration actions or choices
capable of increasing individuals’ opportunity to externalize (or excuse) failure
and to internalize (accept credit for) success. They involve creating or declaring
obstacles, either real or fictitious, before accomplishing a given task in order to
justify individuals’ likely poor performance and to reduce their accountability
for a likely failure. The aim of the current research isto present reflections about
ten studies focused on investigating the use of self-handicapping strategies in
Mathematics; the analyzed studies were selected in SciELO, PsycINFO and
ERIC databases. Results have evidenced several factors contributing to the
adoption of self-handicapping strategies in Mathematics, such as classroom
environment and support provided to students by teachers. Moreover self-
esteem and self-efficacy, which can affect one’s option for using self-
handicapping strategies, were key variables to help better understanding the
adoption of these strategies.
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Keywords
Self-regulated learning
Citation
TORISU, E. M.; VIANA, M. da C. V. Reflections on the use of self-handicapping strategies in mathematics: literature review. Caminhos da Educação Matemática em Revista, ano X, v. 13, n. 1, p. 181-191, 2023. Disponível em: <https://periodicos.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/download/1538/1500>. Acesso em: 06 jul. 2023.