Self-Handicapping Strategies And Success Of College Students In a Developmental Mathematics Course
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
Recommended Citation
Wolfe, Marissa, "Self-Handicapping Strategies And Success Of College Students In a Developmental Mathematics Course" (2005). MSU Graduate Theses/Dissertations. 2317.
https://bearworks.missouristate.edu/theses/2317
Dissertation/Thesis