Self-Defeating Strategies Employed by First-Year Pedagogy Students
DOI:
https://doi.org/10.33871/23594381.2026.24.2.12402Abstract
This study aimed to identify and analyze the self-defeating strategies reported by first-year Pedagogy students. It adopted a mixed-methods, exploratory, and descriptive approach. Participants were 105 undergraduates from a public university in Paraná, predominantly women (91.42%), aged 18-54. Data collection used a sociodemographic form and a self-reflection protocol based on a problem-based vignette. Open-ended responses underwent content analysis, yielding eight thematic categories with inter-coder agreement of 87%-100%. Descriptive and inferential statistics (Fisher's Exact Test) complemented the data analysis. Results showed procrastination and poor time management as the most frequent strategy (36.5%), followed by distraction/excessive technology use (18.3%), and anxiety/excessive self-pressure (8.7%). Age-related variations emerged, with younger students reporting more technological distractions and older students citing external factors like work. No significant differences were found by class schedule or gender. The study concludes that personalized interventions are needed to teach students self-regulation skills, combat self-defeating strategies, and thereby reduce course failure and dropout rates while promoting academic success.
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References
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