77135 - Young peoples' use of self-handicapping when faced with evaluative threat on a physical skill test.pdf (647.05 kB)
Young peoples' use of self-handicapping when faced with evaluative threat on a physical skill test
Self-handicapping refers to the process whereby people engage in self-defeating behaviours to proactively obfuscate the link between actor and outcome. Evaluative threat from either non-contingent success or failure is proposed to elicit episodes of self-handicapping. Furthermore each evaluative threat condition is associated with a specific form of self-handicap (effort withdrawal & self-reports of disruption to performance, respectively). This experiment used a stratified random sample of young people aged between 10 and 16 (N= 250), to explore differences in young peoples' use of different self-handicaps in response to different evaluative threats associated with a test of athletic skill. The study used an AXB design, with participants' exposed to a two test scenario with the opportunity to self-handicap after receiving bogus performance scores on the first test. Results showed there were significant differences between type of self-handicap and evaluative threat condition. After being exposed to one of three evaluative conditions (non-contingent success, non-contingent failure, & non-evaluative) after the first test, only young people aged over 13 who were exposed to non-contingent failure, reported experiencing significantly more performance impediments such as illness and sports injuries than participants in either the non-contingent success or non-evaluative conditions. Participants in the non-contingent failure condition reported that the impediments would have a significantly greater debilitative effect on their second test performance than participants in either the non-contingent success or non-evaluative conditions. This same pattern of results was not evident for the use of effort withdrawal as a self-handicap in any evaluative condition. The implications of these findings on how teachers and coaches use performance feedback are discussed.
History
Publication title
Proceedings of the 10th Annual Hawaii International Conference on EducationEditors
J LeePagination
1293-1320ISSN
1541-5880Department/School
Faculty of EducationPublisher
HIC EducationPlace of publication
HawaiiEvent title
10th Annual Hawaii International Conference on EducationEvent Venue
Honolulu, HawaiiDate of Event (Start Date)
2012-01-05Date of Event (End Date)
2012-01-08Rights statement
Copyright 2012 HIC EducationRepository Status
- Open