摘要：In the present research on self-handicapping,the goal was to examine the role of different types of academic motivation according to the level of self-determination.Since the existing research on self-handicapping has examined only the role of interpersonal competition,we also aimed to explore the role of different kinds of competition,i.e.,the role of the reasons that motivate people to participate in competition,and the role of the reasons for the avoidance of competition.748 high school students participated in the study.Regarding the role of academic motivation in self-handicapping the prevailing role of amotivation stood out.Intrinsic motivation predicted self-handicapping negatively,but extrinsic motivation proved to be a positive predictor.The factor structure of the Academic Motivation Scale only enabled differentiation of the reasons for education on the level of three basic types.With regard to the role of the different dimensions of competitiveness in self-handicapping,results show that those denoted by fear of failure and self-worth protection proved to be more characteristic of self-handicapping than those defined by a high valuation of the importance of quality of task accomplishment.Among others,our research suggests that by diverting students away from hypercompetitive values,functionality of self-handicapping can be decreased.
其他摘要：Prvi cilj pričujoče raziskave samooviranja je bil raziskati vlogo različnih tipov učne motivacije z ozirom na nivo samodeterminiranosti.Ker se pri samooviranju raziskovalni izsledki nanašajo zgolj na vlogo medosebne tekmovalnosti,smo v raziskavi ugotavljali tudi vlogo različnih dimenzij tekmovalnosti,t.j.vlogo vrste tekmovalnosti,vlogo razlogov za sodelovanje v tekmovalnih situacijah ter vlogo razlogov za izogibanje tekmovalnim situacijam.V raziskavi je sodelovalo 748 gimnazijk in gimnazijcev.Na področju učne motivacije rezultati pri samooviranju kažejo dominantno vlogo amotivacije.Intrinzična motivacija se je izkazala kot negativni,ekstrinzična pa kot pozitivni prediktor samooviranja.Z ozirom na rezultate faktorske analize Lestvice motivacije za izobraževanje smo vlogo razlogov za izobraževanje pri samooviranju lahko ugotavljali na nivoju treh osnovnih tipov.Glede vloge različnih dimenzij tekmovalnosti pri samooviranju rezultati kažejo,da so za samooviranje boljznačilne dimenzije tekmovalnosti,ki jih označuje strah pred neuspehom in potreba po zaščiti občutka lastne vrednosti,kot tiste,pri katerih je v ospredju kvaliteta izvedbe naloge.Rezultati raziskave med drugim napotujejo k sklepu,da je z odvračanjem učencev od hipertekmovalnih vrednot mogoče manjšati funkcionalnost samooviranja.
