防衛的

認知的方略は，将来への期待の高低×過去のパフォーマンスの高低で四つの群（方略的楽

　記録の向上や勝利することを目的とした競技スポーツは競技者にとって大きなストレッサーとなっている（岡ほか、1998）。そして、ストレッサーは個人の認知的評価によってストレス反応の表出が異なる。本研究では、認知的評価の一つである認知的方略の違いがストレッサーに及ぼす影響について明らかにすることを目的とした。本調査は競技者243名（男性137名、女性106名、平均年齢20.70±1.38歳）を対象に調査を行った。その結果、「競技成績」因子、「他者からの期待・プレッシャー」因子、「自己に関する内的・社会的変化」因子、「クラブ活動内容」因子、「経済状況・学業」因子において、防衛的

How should EFL teachers deal with students who seem to fail? Teachers may mainly provide EFL learners with optimistic outlook or pessimistic view to have them learn English. In EFL learning, are there any difference between optimistic and pessimistic learners, in case of success-approach or failure-avoidance. I developed two different measurements to assess optimism and pessimism, and, discriminating needs from behaviors in success-approach and failure-avoidance, explored how they are related to success-approach and failure-avoidance in EFL learning. The result shows the following. First, pessimists, who forebode that they will fail, feel motivated to learn English but won’t learn English. Second, optimists, who expect that they will succeed, will study English. Therefore, optimistic outlook can lead students close to failure into studying English.

Self-handicapping, including procrastination, will cause some serious problems in EFL learning. For example, procrastination will lead to their long overdue reports. Self-handicapping will try worming out of students making presentations under color of their feigned tales. It is known that they are related to learning anxieties in EFL learning. In this study, the canonical correlation shows that high pessimistic tendency with low optimistic tendency is positively related to five kinds of learning anxieties. It also shows that high optimistic tendency is positively related to self-handicapping and defensive pessimism. Therefore, it is found that optimistic tendency does not have power to drive away procrastinators and self-handicapping.