6533b81ffe1ef96bd127863a
RESEARCH PRODUCT
An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories
Guillaume R. CoudevylleLucie FinezNicolas RobinKaren EugèneGéraldine Boulley-escrivasubject
Sciences de l'Homme et Société/EducationGoal orientationContext effect4. Education[SHS.EDU]Humanities and Social Sciences/Education05 social sciencesAucunSelf-concept050301 education[SHS.PSY]Humanities and Social Sciences/PsychologyExperimental and Cognitive PsychologyMastery learningGoal theoryEducationDevelopmental and Educational Psychology0501 psychology and cognitive sciencesSelf-handicappingPsychology0503 educationSocial psychologyCompetence (human resources)Self-determination theoryComputingMilieux_MISCELLANEOUS050104 developmental & child psychologydescription
The purpose of the present experiment was to investigate whether the motivational climates (MCs) drawn from achievement goal and self-determination theories would affect perceived competence and the use of claimed self-handicapping. Specifically, this study examined the effects of performance MC, mastery MC and need-supportive MC on these two variables. In the context of high school physical education, 37 participants had the opportunity to claim handicaps before performing an isometric resistance task in a given MC. This procedure was repeated three times at one-week intervals so that all participants were assigned to each of the three MCs. Consistent with our hypotheses, students claimed handicaps less in the need-supportive than in the performance MC. In addition, when data from girls and boys were separated, girls reported significantly greater perceived competence in the need-supportive MC than in the performance and mastery MCs. The theoretical and applied implications of these finding are discussed.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2020-04-01 |