Self-Handicapping Strategies And Success Of College Students In a Developmental Mathematics Course

Marissa Wolfe

Date of Graduation

Summer 2005

Degree

Master of Science in Education in Secondary Education in Mathematics

Department

Mathematics

Committee Chair

Gay Ragan

Abstract

The purpose of this study was two-fold: (1) to determine the relationship between the use of self-handicapping strategies and success of college students in a developmental mathematics course and, (2) to determine the self-handicapping strategies used by traditional and nontraditional college students. The study used correlational methodology and purposive cluster sampling (Gay & Airasian, 2003). Ninety-two students in a developmental algebra course with the same instructor at one comprehensive university were selected as participants in this study. Data was collected through a survey developed by the researcher. Data was analyzed through a Pearson r correlation coefficient at the .05 significance level. Data was also analyzed to determine the self-handicapping strategies used by the entire sample, and subgroups of the sample as determined by traditional or nontraditional student status. A significant relationship was found between the use of self-handicapping strategies and success of college students in a developmental mathematics course. Differences were found between the self-handicapping strategies used by traditional and nontraditional students.

Keywords

self-handicapping strategies, college, developmental, traditional student, nontraditional student

Subject Categories

Science and Mathematics Education

Copyright

© Marissa Wolfe

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Dissertation/Thesis

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