Self-Handicapping Strategies And Success Of College Students In a Developmental Mathematics Course
Date of Graduation
Master of Science in Education in Secondary Education in Mathematics
self-handicapping strategies, college, developmental, traditional student, nontraditional student
Science and Mathematics Education
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.
© Marissa Wolfe
Wolfe, Marissa, "Self-Handicapping Strategies And Success Of College Students In a Developmental Mathematics Course" (2005). MSU Graduate Theses. 2317.