Resumo

MINUTTI, Ana Lucia Pereira da Silva; SANTOS, Acácia Aparecida Angeli dos  e  FERRAZ, Adriana Satico. Causal Attributions, Self-Handicapping Strategies and Self-Perceived Performance in Undergraduate Students. Av. Psicol. Latinoam. [online]. 2021, vol.39, n.2, e202.  Epub 01-Jul-2022. ISSN 1794-4724.  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.8194.

Intrapersonal causal attributions, self-handicapping strategies, and self-perceived performance are psychological constructs present in the academic routine associated with motivation to learn. This study investigated the functioning of these constructs in a sample of 532 Brazilian students from a private university in São Paulo State (Mage = 22.98; SD=5.12). The students answered the following instruments: the Causal Attribution Scale for Sucess and Academic Failure for Undergraduate Students, the Self-Handicapping Strategies Scale, and the Self-perceived Performance Questionnaire. Attributions of internal and controllable causes were found to be associated with less use of self-handicapping strategies. Younger students, women, and students with a high academic performance presented attributions of internal and controllable causes and less use of self-handicapping strategies. Causal attributions for success and self-handicapping strategies were predictors of self-perceived performance. We suggest further investigation of these constructs in higher education.

Palavras-chave : Attributional beliefs; higher education; self-handicapping strategies; undergraduate students.

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