An Experimental Investigation of Claimed Self-Handicapping Strategies across Motivational Climates Based on Achievement Goal and Self-Determination Theories

Autor/inn/en	Coudevylle, Guillaume R.; Boulley-Escriva, Géraldine; Finez, Lucie; Eugène, Karen; Robin, Nicolas
Titel	An Experimental Investigation of Claimed Self-Handicapping Strategies across Motivational Climates Based on Achievement Goal and Self-Determination Theories
Quelle	In: Educational Psychology, 40 (2020) 8, S.1002-1021 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coudevylle, Guillaume R.) ORCID (Boulley-Escriva, Géraldine) ORCID (Finez, Lucie) ORCID (Robin, Nicolas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1746237
Schlagwörter	Achievement Need; Goal Orientation; Performance; Mastery Learning; Self Determination; Self Concept; Competence; Psychological Needs; Physical Education; Barriers; High School Students; Adolescents; Grade 10; Context Effect; Gender Differences; Urban Areas; Foreign Countries; Student Motivation; France + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Achievement; Leistung; Selbstbestimmung; Selbstkonzept; Kompetenz; Körpererziehung; Sportunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Urban area; Stadtregion; Ausland; Schulische Motivation; Frankreich
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01