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ERIC Number: EJ757590
Record Type: Journal
Publication Date: 2007-Mar
Pages: 19
Abstractor: Author
ISSN: ISSN-0007-0998
Self-Handicapping in School Physical Education: The Influence of the Motivational Climate
Standage, Martyn; Treasure, Darren C.; Hooper, Katherine; Kuczka, Kendy
British Journal of Educational Psychology, v77 n1 p81-99 Mar 2007
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)