Standage Martyn, Treasure Darren C, Hooper Katherine, Kuczka Kendy
Sport and Exercise Science Research Group, University of Bath, UK.
Br J Educ Psychol. 2007 Mar;77(Pt 1):81-99. doi: 10.1348/000709906X103636.
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.
Drawing from achievement goal theory, the study examined the effect of experimentally induced conditions (viz. task vs. ego) on situational self-handicapping.
Seventy British secondary school students (36 females and 34 males; M age = 11.98; SD=0.31).
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.
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.
The findings suggest that PE teachers would be prudent to minimize ego-involving situations should they wish to reduce situational self-handicapping.
自我设限是一个与归因相关的过程，在此过程中，个体在社会评价环境中制造表现阻碍/借口以保护自我价值。因此，在试图理解学校体育情境中的自我设限过程时，当前的动机氛围似乎是一个重要因素。
本研究借鉴成就目标理论，考察实验诱导条件（即任务导向与自我导向）对情境性自我设限的影响。
70名英国中学生（36名女生和34名男生；平均年龄 = 11.98岁；标准差 = 0.31）。
参与者被随机分配到自我导向情境（20名男学生和16名女学生）或任务导向情境（14名男学生和20名女学生）中参加跑步耐力任务。在完成实验任务之前，参与者有机会声称存在情境性自我设限。还获取了目标导向、主观氛围感知、感知能力和感知任务重要性的数据。
在确定实验操纵的有效性后，结果显示处于自我导向情境中的参与者报告的情境性自我设限声称显著更多。此外，在控制个体差异变量后，分层回归分析结果显示，对自我导向氛围的主观感知是情境性自我设限的主要正向预测因素。尽管对解释方差百分比的贡献较弱，但任务导向成为情境性自我设限的负向预测因素。
研究结果表明，如果体育教师希望减少情境性自我设限，那么尽量减少自我导向情境是明智的做法。
