Self-handicapping in school physical education
The influence of the motivational climate
Bibliographic Data
| ID | 5264174 |
|---|---|
| Authors | Martyn Standage (0000-0002-9683-8590, University of Bath), Darren C Treasure, Katherine Hooper, K D Hooper, Kendy Kuczka, Kendy K Kuczka |
| Year | 2007 |
| Volume | 77 |
| Issue | 1 |
| Pages | 81-99 |
| Publication date | 2007-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709906x103636 |
| PMID | 17411489 |
| OpenAlex | W2154711289 |
| Language | EN |
| Citations received | 8 |
| References cited | 41 |
Background. Self-handicapping is an attribution-related process whereby individuals create performance impediments/excuses to protect self-worth in socially evaluative environments. Thus, the prevailing motivational climate would appear to be an important factor when attempting to understand the situational self-handicapping process within school physical education.Aims. Drawing from achievement goal theory, the study examined the effect of experimentally induced conditions (viz. task vs. ego) on situational self-handicapping.Sample. Seventy British secondary school students (36 females and 34 males; M age = 11.98; SD=0.31).Method. Participants were randomly assigned to partake in a running endurance task in either an ego-involving (20 male students and 16 female students) or a task-involving (14 male students and 20 female students) condition. Prior to completing the experimental task, participants were given the opportunity to claim situational self-handicaps. Data for goal orientations, subjective climate perceptions, perceived ability and perceived task importance were also obtained.Results. After determining the effectiveness of the experimental manipulation, results revealed participants in the ego-involving condition to report significantly more situational self-handicapping claims. Further, and after controlling for individual difference variables, the results of moderated hierarchical regression analysis revealed subjective perceptions of an ego-involving climate to be the main positive predictor of situational self-handicapping. Although a weaker contributor to the percentage of variance explained, task orientation emerged as a negative predictor of situational self-handicapping.Conclusions. The findings suggest that PE teachers would be prudent to minimize ego-involving situations should they wish to reduce situational self-handicapping
Attribution · Developmental psychology · Id, ego and super-ego · Multilevel model · Perception · Self-concept · Situational ethics · Task (project management) · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Sport Psychology and Performance
Performance-approach goal effects depend on how they are defined
Implicit Theory of Athletic Ability and Self-Handicapping in College Students
Implicit Theory of Athletic Ability and Self-Handicapping in College Students
The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education
Teaching team invasion games and motivational climate
The role of the motivational climate in female engagement in secondary school physical education
A critical review of the literature on academic self-handicapping
Interpretation of self-talk and post-lecture affective states of higher education students
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Dimensions of achievement motivation in schoolwork and sport.
Approach and avoidance motivation and achievement goals
Development and Validation of a Scale to Measure Optimal Experience
Set Correlation and Contingency Tables
Control of Attributions about the Self Through Self-handicapping Strategies
Predictors of Academic Self-Handicapping and Achievement
Distribution Theory for Glass's Estimator of Effect size and Related Estimators
Classrooms
A social-cognitive approach to motivation and personality.
Coefficient alpha and the internal structure of tests
An impression management interpretation of the self-handicapping strategy
Motivational processes affecting learning
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
Drug choice as a self-handicapping strategy in response to noncontingent success
Behavioral self-handicaps versus self-reported handicaps
Approach and avoidance achievement goals and intrinsic motivation
Consequences of self-handicapping
Statistical difficulties of detecting interactions and moderator effects
| Citations per year | 0.44 |
|---|---|
| Citation span | 2008 - 2022 (15) |
| Highly cited | No |