<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000301448</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.070.ao09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias autoprejudiciais em matemática: uma revisão sistemática da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-handicapping strategies in mathematics: a systematic review of literature]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias auto-perjudiciales en matemáticas: una revisión sistemática de la literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torisu]]></surname>
<given-names><![CDATA[Edmilson Minoru]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas (UNICAMP)  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>70</numero>
<fpage>1448</fpage>
<lpage>1474</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000301448&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000301448&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000301448&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A adoção de estratégias autoprejudiciais de aprendizagem envolve a criação ou declaração de obstáculos, reais ou fictícios, antes da realização de uma tarefa para justificar, antecipadamente, um possível fracasso ou para tornar um sucesso mais recompensador para a autoimagem. Esta prática pode afetar o desempenho e ter consequências desastrosas para o estudante. No caso da Matemática, disciplina temida por muitos, a importância de se pesquisar a influência destas estratégias na vida dos estudantes parece ser ainda maior. Assim, o presente artigo tem como objetivo apresentar uma revisão sistemática da literatura que investiga a adoção de estratégias autoprejudiciais no âmbito da Matemática. A busca foi realizada nas bases de dados SciELO, PsycINFO e ERIC. A amostra final incluiu 10 textos, todos internacionais, sendo 3 trabalhos em eventos e 7 artigos em periódicos. Os resultados revelaram que vários fatores contribuem para a adoção, ou não, de estratégias autoprejudiciais em Matemática. O ambiente de sala de aula e o apoio que o professor oferece a seus alunos, bem como a importância de se considerar outros construtos, como a autoestima e autoeficácia, como algo que afeta a escolha pelo uso de estratégias autoprejudiciais foram variáveis-chave para maior compreensão da adoção destas estratégias. O pequeno número de pesquisas encontrado no âmbito da Matemática sugere que este é ainda um campo profícuo para novas pesquisas, tanto brasileiras quanto internacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La adopción de estrategias de aprendizaje auto-perjudiciales implica crear o declarar obstáculos, reales o ficticios, antes de realizar una tarea para justificar, de antemano, un posible fracaso o hacer más gratificante un éxito para la autoimagen. Esta práctica puede afectar el desempeño y tener consecuencias desastrosas para el estudiante. En el caso de las Matemáticas, disciplina temida por muchos, la importancia de investigar la influencia de estas estrategias en la vida de los estudiantes parece ser aún mayor. Así, este artículo tiene como objetivo presentar una revisión sistemática de la literatura que investiga la adopción de estrategias auto-perjudiciales en el campo de las Matemáticas. La búsqueda se realizó en las bases de datos SciELO, PsycINFO y ERIC. La muestra final incluyó 10 textos, todos internacionales, con 3 artículos en eventos y 7 artículos en revistas. Los resultados revelaron que varios factores contribuyen a la adopción, o no, de estrategias auto-perjudiciales en Matemáticas. El ambiente del aula y el apoyo que el docente brinda a sus alumnos, así como la importancia de considerar otros constructos, como la autoestima y la autoeficacia, como algo que incide en la elección de utilizar estrategias auto-perjudiciales, fueron variables clave para Mayor comprensión Adopción de estas estrategias. El pequeño número de investigaciones encontradas en el campo de las Matemáticas sugiere que este sigue siendo un campo fructífero para nuevas investigaciones, tanto brasileñas como internacionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias autoprejudiciais]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[Matemática.]]></kwd>
<kwd lng="en"><![CDATA[Self-handicapping strategies]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation]]></kwd>
<kwd lng="en"><![CDATA[Math.]]></kwd>
<kwd lng="es"><![CDATA[Estrategias auto-perjudiciales]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Social Foundantions of Thought &amp; Action - A Social Cognitive Theory]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Englewood Cliffs ]]></publisher-loc>
<publisher-name><![CDATA[Prentice Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The self system in reciprocal determinism]]></article-title>
<source><![CDATA[American Psychologist]]></source>
<year>1978</year>
<volume>33</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>344-58</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exercise of personal agency through the self-efficacy mechanism]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SCHWARZER]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy: Thought control of action]]></source>
<year>1992</year>
<page-range>3-38</page-range><publisher-loc><![CDATA[S.l ]]></publisher-loc>
<publisher-name><![CDATA[Hemisphere Publishing Corp]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERGLAS]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[JONES]]></surname>
<given-names><![CDATA[E. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Drug choice as a self-handicapping strategy in response to noncontingent success]]></article-title>
<source><![CDATA[Journal of Personality and Social Psychology]]></source>
<year>1978</year>
<volume>36</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>405-17</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOEKAERTS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Subjective competence, appraisals and self-assessment]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>1991</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOEKAERTS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The adaptable learning process: initiating and maintaining behavioural change]]></article-title>
<source><![CDATA[Applied Psychology]]></source>
<year>1992</year>
<volume>41</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>377-97</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning: contributions of the educational psychology to teacher education]]></article-title>
<source><![CDATA[Psicol. Esc. Educ]]></source>
<year>2014</year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>401-9</page-range><publisher-loc><![CDATA[Maringá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BROWNLOW]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[ROGERS]]></surname>
<given-names><![CDATA[M. I.]]></given-names>
</name>
<name>
<surname><![CDATA[JACOBI]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Science Anxiety as a Function of Personality, Gender Roles, Experience with Science]]></article-title>
<source><![CDATA[Sex Roles]]></source>
<year>1997</year>
<volume>42</volume>
<page-range>139-41</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BZUNECK]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As crenças de auto-eficácia e o seu papel na motivação do aluno]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[BZUNECK]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[A motivação do aluno: Contribuições da psicologia contemporânea]]></source>
<year>2001</year>
<page-range>116-33</page-range><publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHEN]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[SUNG]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[WANG]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-esteem, achievement goals, and self-handicapping in college physical education]]></article-title>
<source><![CDATA[Psychological Reports]]></source>
<year>2017</year>
<volume>121</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>690-704</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CODO]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[GAZZOTTI]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trabalho e afetividade]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[CODO]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação, carinho e trabalho]]></source>
<year>1999</year>
<edition>3</edition>
<page-range>48-59</page-range><publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COUDEVYLLE]]></surname>
<given-names><![CDATA[G. R.]]></given-names>
</name>
<name>
<surname><![CDATA[BOULEY-ESCRIVA]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[FINEZ]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[EUGÈNE]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[ROBIN]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories]]></article-title>
<source><![CDATA[Educational Psychology: an international journal of experimental educational psychology]]></source>
<year>2020</year>
<volume>40</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1002-2021</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COVINGTON]]></surname>
<given-names><![CDATA[M. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Goal Theory, Motivation, and School Achievement: An Integrative Review]]></article-title>
<source><![CDATA[Annual Review of Psychology]]></source>
<year>2000</year>
<volume>51</volume>
<page-range>171-200</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DORMAN]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[ADAMS]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
<name>
<surname><![CDATA[FERGUSON]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping]]></article-title>
<source><![CDATA[In: ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, 2001, Seattle. Proceedings&#8230;]]></source>
<year>2001</year>
<page-range>1-22</page-range><publisher-loc><![CDATA[Seattle ]]></publisher-loc>
<publisher-name><![CDATA[s.n]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DORMAN]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[FERGUSON]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Associations between Students&#8217; Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools]]></article-title>
<source><![CDATA[McGill Journal of Education]]></source>
<year>2004</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>69-87</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[EFKLIDES]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2011</year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>6-25</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[EFKLIDES]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[VLACHOPOULOS]]></surname>
<given-names><![CDATA[S. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measurement of metacognitive knowledge of self, task, and strategies in mathematics]]></article-title>
<source><![CDATA[European Journal of Psychological Assessment]]></source>
<year>2012</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>227-39</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ECCIUS-WELLMANN]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[IBARRA-GONZALEZ]]></surname>
<given-names><![CDATA[K. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dependencia de la calificación de una evaluación diagnóstica en matemáticas con aspectos afectivos por la comisión de errores]]></article-title>
<source><![CDATA[Bolema, Rio Claro]]></source>
<year>2020</year>
<volume>34</volume>
<numero>67</numero>
<issue>67</issue>
<page-range>544-63</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GANDA]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Intervenção em autorregulação da aprednizagem com alunos do ensino superior: análise da produção científica]]></article-title>
<source><![CDATA[Estudos interdisciplinares em Psicologia]]></source>
<year>2019</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>3-25</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GANDA]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As atribuições de causalidade e as estratégias autoprejudiciais de alunos do curso de Pedagogia]]></article-title>
<source><![CDATA[Psico-USF]]></source>
<year>2016</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>331-40</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOMES]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A promoção da aprendizagem autorregulada-O protagonismo de professores e alunos em perspectiva]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[FRISON]]></surname>
<given-names><![CDATA[L. M. B.]]></given-names>
</name>
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Autorregulação da aprendizagem: cenários, desafios e perspectivas para o contexto educativo]]></source>
<year>2020</year>
<volume>1</volume>
<page-range>87-113</page-range><publisher-loc><![CDATA[Petropólis ]]></publisher-loc>
<publisher-name><![CDATA[Editora Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HADWIN]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[JÄRVELÄ]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MILLER]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation, co-regulation, and shared regulation in collaborative learning environments]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SCHUNK]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[GREENE]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational psychology handbook series: Handbook of self-regulation of learning and performance]]></source>
<year>2018</year>
<page-range>83-106</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HIRT]]></surname>
<given-names><![CDATA[E. R.]]></given-names>
</name>
<name>
<surname><![CDATA[DEPPE]]></surname>
<given-names><![CDATA[R. K.]]></given-names>
</name>
<name>
<surname><![CDATA[GORDON]]></surname>
<given-names><![CDATA[L. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-reported versus behavioral self-handicapping: empirical evidence for a theoretical distinction]]></article-title>
<source><![CDATA[Journal of personality and social psychology]]></source>
<year>1991</year>
<volume>61</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>981-91</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KELLER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Blatant stereotype threat and women's math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations]]></article-title>
<source><![CDATA[Sex Roles: A Journal of Research]]></source>
<year>2002</year>
<volume>47</volume>
<numero>3/4</numero>
<issue>3/4</issue>
<page-range>193-8</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEONDARI]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[GONIDA]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Predicting academic self-handicapping in different age groups: the role of personal achievement goalsand social goals]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>2007</year>
<volume>77</volume>
<page-range>595-611</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
</person-group>
<source><![CDATA[O uso de estratégias autoprejudiciais nos cursos de licenciatura]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Educação, Universidade Estadual de Campinas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MALLOW]]></surname>
<given-names><![CDATA[J. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gender-related science anxiety: a first binational study]]></article-title>
<source><![CDATA[Journal of Science Education and Technology]]></source>
<year>1994</year>
<volume>3</volume>
<page-range>227-38</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MCCASLIN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[GOOD]]></surname>
<given-names><![CDATA[T. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The informal curriculum]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BERLIN]]></surname>
<given-names><![CDATA[D. C.]]></given-names>
</name>
<name>
<surname><![CDATA[CALFEE]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of educational psychology]]></source>
<year>1996</year>
<page-range>622-70</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Simon &amp; Schuster Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MESA]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Achievement Goal Orientations of Community College Mathematics Students and the Misalignment of Instructor Perceptions]]></article-title>
<source><![CDATA[Community College Review]]></source>
<year>2012</year>
<volume>40</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>46-74</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MIDGLEY]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[ARUNKUMAR]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[URDAN]]></surname>
<given-names><![CDATA[T. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[If I don´t well tomorrow, there´s a reason: predictors of adolescentes. Use of academic self-handcapping srategies]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1996</year>
<volume>88</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>423-34</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MIRANDA]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[GANDA]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contributos para a validação da escala de estratégias autoprejudiciais em alunos do ensino secundário português]]></article-title>
<source><![CDATA[Revista Amazônica]]></source>
<year>2017</year>
<volume>XIX</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>8-22</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[G. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autoconceito do adolescente]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SISTO]]></surname>
<given-names><![CDATA[F. F.]]></given-names>
</name>
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[G. C.; Oliveira.]]></given-names>
</name>
<name>
<surname><![CDATA[FINI]]></surname>
<given-names><![CDATA[L. D. T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Leituras de psicologia para formação de professores]]></source>
<year>2000</year>
<page-range>58-69</page-range><publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAJARES]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-efficacy beliefs in academic settings]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1996</year>
<volume>66</volume>
<page-range>543-78</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEKRUN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Control-value theory: a social cognitive approach]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LIEM]]></surname>
<given-names><![CDATA[G. A. D.]]></given-names>
</name>
<name>
<surname><![CDATA[McINERNEY]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Big theories revisited 2]]></source>
<year>2018</year>
<page-range>165-92</page-range><publisher-loc><![CDATA[Charlotte ]]></publisher-loc>
<publisher-name><![CDATA[Information Age]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEKRUN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The control-value theory of achievement emotions: assumptions, corolaries, and implications for educational research and practice]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2006</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>315-41</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINTRICH]]></surname>
<given-names><![CDATA[P. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of goal orientation in self-regulated learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BOEKAERTS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[PINTRICH]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[ZEIDNER]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation]]></source>
<year>2000</year>
<page-range>13-39</page-range><publisher-loc><![CDATA[San Diego, CA ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINTRICH]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A conceptual framework for assessing motivation and self-regulated learning in college students]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2004</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>385-407</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PRANKE]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[FRISON]]></surname>
<given-names><![CDATA[L. M. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Potencialização da Aprendizagem Autorregulada de Bolsistas do PIBID/UFPel do curso de Licenciatura em Matemática através de Oficinas Pedagógicas]]></article-title>
<source><![CDATA[Bolema, Rio Claro]]></source>
<year>2015</year>
<volume>29</volume>
<numero>51</numero>
<issue>51</issue>
<page-range>223-40</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PRAPAVESSIS]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[GROVE]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-Handicapping and Self-Esteem]]></article-title>
<source><![CDATA[Journal of applied sport Psychology]]></source>
<year>1998</year>
<volume>10</volume>
<page-range>175-84</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RIBEIRO]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A afetividade na relação educativa]]></article-title>
<source><![CDATA[Estud. Psico, Campinas]]></source>
<year>2010</year>
<volume>27</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>403-12</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[&#350;AHIN]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[ÇOBAN]]></surname>
<given-names><![CDATA[Ö.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effect of School Climate, Students 'Self-Handicapping Behaviors Effect of School Climate, Students 'Self-Handicapping Behaviors and Demographic Characteristics on Students' Achievement and Demographic Characteristics on Students' Achievement]]></article-title>
<source><![CDATA[Inquiry in Education]]></source>
<year>2020</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAMEER]]></surname>
<given-names><![CDATA[B. M.]]></given-names>
</name>
<name>
<surname><![CDATA[SELVAMARI]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How does academic self-handicapping relate o achievement in mathematics?: a small scale study among indian school chult]]></article-title>
<source><![CDATA[Educational quest: an international journal of education and applied social Science]]></source>
<year>2018</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>233-8</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHUNK]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-regulation through goal setting]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Greensboro, NC ]]></publisher-loc>
<publisher-name><![CDATA[ERIC Clearinghouse on Counseling and Student Service]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHUNK]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[ZIMMERMAN]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivation and self-regulated learning: Theory, research and applications]]></source>
<year>2008</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHUNK]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[GREENE]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation of learning and performance]]></source>
<year>2018</year>
<edition>2</edition>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHEPPARD]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[ARKIN]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Determinants of self-handi-capping: task importannce and effects of preexisting handicaps of self-generated handicaps]]></article-title>
<source><![CDATA[Personality and Social Psychology Bulletin]]></source>
<year>1989</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>101-12</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STEINHAUER]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[HYMEL]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[WOODY]]></surname>
<given-names><![CDATA[E. Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An Assessment of the Self-Protective Function of Self-Handicapping]]></article-title>
<source><![CDATA[In: BIENNIAL MEETING OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT, 1993, Nova Orleans. Proceedings&#8230;]]></source>
<year>1993</year>
<page-range>1-18</page-range><publisher-loc><![CDATA[S.l ]]></publisher-loc>
<publisher-name><![CDATA[s.n]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TORISU]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A teoria social cognitiva e o ensino-aprendizagem da Matemática: considerações sobre as crenças de autoeficácia matemática]]></article-title>
<source><![CDATA[Ciências e Cognição]]></source>
<year>2009</year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>168-77</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TURNER]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms]]></article-title>
<source><![CDATA[The Elementary School Journal]]></source>
<year>2003</year>
<volume>103</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>357-82</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TURNER]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[MIDGLEY]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[MEYER]]></surname>
<given-names><![CDATA[D. K.]]></given-names>
</name>
<name>
<surname><![CDATA[GHEEN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[ANDERMAN]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[KANG]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[PATRICK]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2002</year>
<volume>94</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>88-106</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[URDAN]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[MIDGLEY]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2003</year>
<volume>28</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>524-51</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[URDAN]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[MIDGLEY]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic Self-Handicapping: What We Know, What more there is to learn]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2001</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>114-38</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WINNE]]></surname>
<given-names><![CDATA[P.H.]]></given-names>
</name>
<name>
<surname><![CDATA[HADWIN]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Studying as a self-regulated learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[HACKER]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
<name>
<surname><![CDATA[DUNLOSKY]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[GRAESSER]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition in educational theory and practice]]></source>
<year>1998</year>
<page-range>277-304</page-range><publisher-loc><![CDATA[Mahwah, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YAVUZER]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating the Relationship between Self-Handicapping Tendencies, Self-Esteem and Cognitive Distortions]]></article-title>
<source><![CDATA[Educational Sciences: Theory and Practice]]></source>
<year>2015</year>
<volume>15</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>879-90</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YU]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[McLELLAN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond academic achievement goals: the important of social achievement in explaining gender differences in self-handicapping]]></article-title>
<source><![CDATA[Learning and individual differences]]></source>
<year>2019</year>
<volume>69</volume>
<page-range>33-44</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZIMMERMAN]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attaining self-regulation: A social cognitive perspective]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BOEKARTS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[PINTRICH]]></surname>
<given-names><![CDATA[P. R.]]></given-names>
</name>
<name>
<surname><![CDATA[ZEIDNER]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation]]></source>
<year>2000</year>
<page-range>13-39</page-range><publisher-loc><![CDATA[San Diego, CA ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZIMMERMAN]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[SCHUNK]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbbok of self-regulation of learning and performance]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZUCKERMAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[KIEFFER]]></surname>
<given-names><![CDATA[S. C.]]></given-names>
</name>
<name>
<surname><![CDATA[KNEE]]></surname>
<given-names><![CDATA[C. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Consequences of self-handicapping: Effects on coping, academic performance, and adjustment]]></article-title>
<source><![CDATA[Journal of Personality and Social Psychology]]></source>
<year>1998</year>
<volume>74</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1619-28</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
