28th International Congress of Psychology August 8 ... - U-netSURF

Malaysian’s boarding school participated in the study.
5124.4 Antecedents and consequences of Ahvaz high school students’ use of academic
self-handicapping sterategies, Sayyed Esmaeil Hashemi Sheikhshabani, Hossein Shokrkon,
Bahman Najjarian, Shahid Chamran University of Ahvaz, Iran
This study examined the relationships of some relevant antecedents and consequences with
academic self-handicapping. Results indicated that all of the performance goals, only parents'
performance goal (positively),and of the mastery goals only student's mastry goal (negatively)
predicted academic self-handicapping. Median splits used to examine multiple goal profiles
revealed that student's performance approach and avoidance goals have no effect on using
self-handicapping strategies with or without student's mastery goals. Moreover, negative attitudes
toward school (positively), and academic efficacy and prior academic performance (negatively)
predicted academic self-handicapping. Other findings indicated that academic self-handicapping
was negatively correlated with subsequent academic performance and positively with cheating
attitudes and behaviors.
5124.5 English self-concept of Chinese college English majors, Lin Qiu 1 , Dongmei Ma 2 , Xue
Zheng 1 , 1 Psychology Department of South China Normal University, China, 2 Faculty of English
language and culture, Guangdong University of Foreign Studies, China
Using the self-reported questionnaire, this study examined the structure and characteristics of
English self-concept of Chinese college English majors. A confirmatory factor analysis identified
six distinct specific self-concept constructs and a higher order factor equivalent to global English
self-concept, demonstrating the multidimensional and hierarchical nature of English self-concept.
Among the specific components, speaking self-concept was found to be the most powerful
predictor of the global measure. Furthermore, MANOVA lent support to the gender effects on
self-concepts relating to listening, speaking and overall academic ability in English learning.
Grade differences were also found in vocabulary and global English self-concept.
5124.6 Research on the relationship between head teacher’s interactional style and pupil’s
self-concept, Limin Han 1 , Xiefeng Lu 2 , 1 School of Politics, National University of Defense
Technology, China, 2 Psychological College of Beijing Normal Univeisity, China
This study makes use of one 2-level hieratical linear model to detect the relation between two
dimensions of head teacher’s interactional style and eight aspects of pupil’s self-concept at both
individual and class level. Results show that there is strong correlation between head teacher’s
interactional style and pupil’s self-concept, except for self-concept of physical ability. Of course,
there are differences between two dimensions as far as the foregoing correlation is concerned.
Especially, at the class level, the relation between head teacher’s interactional style and pupil’s
self-concept is stronger than at the individual level.
5124.7 Special education teachers’ attitudes: The structure, valence and an impact on the
pedagogical interaction, Jonas Ruskus, Siauliai University, Lithuania
The research problem was the attitude influence on behavior in the classroom. The survey of
Lithuanian special education teachers (N=423) revealed three factors of the attitude: professional
motivation, pedagogical authoritarianism, disability representation. Teachers with positive or
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