Resumo

TORISU, Edmilson Minoru  e  BORUCHOVITCH, Evely. Self-handicapping strategies in mathematics: a systematic review of literature. Rev. Diálogo Educ. [online]. 2021, vol.21, n.70, pp.1448-1474.  Epub 20-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.070.ao09.

The adoption of self-handicapping learning strategies involves creating or declaring obstacles, real or fictitious, before carrying out a task to justify, in advance, a possible failure or to make a success more rewarding for self-image. This practice can affect performance and have disastrous consequences for the student. In the case of Mathematics, a subject feared by many, the importance of researching the influence of these strategies on the students' lives seems to be even greater. Thus, this article aims to present a systematic review of the literature that investigates the adoption of self-handicapping strategies in the field of Mathematics. The search was carried out in the SciELO, PsycINFO and ERIC databases. The final sample included 10 texts, all international, with 3 papers in events and 7 articles in journals. The results revealed that several factors contribute to the adoption, or not, of self-handicapping strategies in Mathematics. The classroom environment and the support that the teacher offers to his students, as well as the importance of considering other constructs, such as self-esteem and self-efficacy as something that affects the choice to use self-handicapping strategies were key variables for greater understanding. adoption of these strategies. The small number of researches found in the field of Mathematics suggests that this is still a fruitful field for new research, both Brazilian and international.

Palavras-chave : Self-handicapping strategies; Self-regulation; Math..

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