Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ)
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-handi...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-04-01
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| Series: | Psicologia: Reflexão e Crítica |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41155-022-00210-6 |
| _version_ | 1819046993127800832 |
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| author | Evely Boruchovitch Sueli Edi Rufini Danielle Ribeiro Ganda Lucia Cerqueira Miranda Leandro Silva de Almeida |
| author_facet | Evely Boruchovitch Sueli Edi Rufini Danielle Ribeiro Ganda Lucia Cerqueira Miranda Leandro Silva de Almeida |
| author_sort | Evely Boruchovitch |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-12-21T10:53:17Z |
| format | Article |
| id | doaj.art-06b91c802ec14a9ab69ef4722cac1422 |
| institution | Directory Open Access Journal |
| issn | 1678-7153 |
| language | English |
| last_indexed | 2024-12-21T10:53:17Z |
| publishDate | 2022-04-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Psicologia: Reflexão e Crítica |
| spelling | doaj.art-06b91c802ec14a9ab69ef4722cac14222022-12-21T19:06:35ZengSpringerOpenPsicologia: Reflexão e Crítica1678-71532022-04-0135111410.1186/s41155-022-00210-6Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ)Evely Boruchovitch0Sueli Edi Rufini1Danielle Ribeiro Ganda2Lucia Cerqueira Miranda3Leandro Silva de Almeida4Universidade Estadual de CampinasUniversidade Estadual de LondrinaPrefeitura Municipal de Uberlândia - Setor: EducaçãoCentro de Investigación en Psicopedagogía e Investigaciones, Psicopedagógicas, CIPspUniversidade do MinhoAbstract 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.https://doi.org/10.1186/s41155-022-00210-6Self-handicapSelf-handicapping strategiesAssessment measuresHigher education |
| spellingShingle | Evely Boruchovitch Sueli Edi Rufini Danielle Ribeiro Ganda Lucia Cerqueira Miranda Leandro Silva de Almeida Self-handicapping strategies in educational context: construction and validation of the Brazilian Self-Handicapping Strategies Scale (EEAPREJ) Psicologia: Reflexão e Crítica Self-handicap Self-handicapping strategies Assessment measures Higher education |
| title | 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_short | 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 |
| topic | Self-handicap Self-handicapping strategies Assessment measures Higher education |
| url | https://doi.org/10.1186/s41155-022-00210-6 |
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