Perfiles de self-handicapping y autoestima y su relación con las metas de logro
Resumen
El presente trabajo pretende profundizar en el conocimiento del self-handicapping académico. Dos son los objetivos de este estudio: (a) identificar posibles perfiles de estudiantes a partir de la combinación del self-handicapping (conductual y alegado) y la autoestima; y (b) analizar las diferencias entre estos perfiles en cuanto a sus metas de logro (aprendizaje, aproximación al rendimiento, evitación del rendimiento y evitación del trabajo). Participaron en la investigación 1028 estudiantes universitarios. Para la obtención de los perfiles se realizó un análisis de perfiles latentes. Las diferencias entre perfiles en las metas de logro se analizaron mediante un MANCOVA, tomando como covariables el género y el curso. Se obtuvieron cinco perfiles de estudiantes: BA/ASH (baja autoestima y alto self-handicapping); BA/ASHA (baja autoestima y alto self-handicapping alegado); BA/ASHC (baja autoestima y alto self-handicapping conductual); MA/MSH (moderada autoestima y moderado self-handicapping); y MA/BSH (moderada autoestima y bajo self-handicapping). Estos perfiles se diferenciaron entre sí significativamente en cuanto a sus metas de logro. Los resultados de este trabajo contribuyen a la comprensión de las características motivacionales de los estudiantes self-handicappers. Dado lo disfuncional que resultan estas estrategias, se plantean algunas pautas psicoeducativas dirigidas a la prevención del self-handicapping en el contexto académico.
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