Chen Zuosong, Sun Kaihong, Wang Kun
Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China.
School of Physical Education, Yangzhou Polytechnic University, Yangzhou, Jiangsu, China.
Psychol Rep. 2018 Aug;121(4):690-704. doi: 10.1177/0033294117735333. Epub 2017 Oct 5.
This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants' self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual's self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.
本研究旨在探讨自尊、成就目标和自我妨碍之间的关系，以及成就目标在大学体育中自尊与自我妨碍关系中的潜在中介作用。参与者为320名中国大学生。使用三个经过验证的量表来评估参与者在大学体育中的自尊、成就目标和自我妨碍。结果表明，自尊对自我妨碍有负面影响。自尊对掌握目标有积极影响，但对成绩回避目标有消极影响。掌握目标对自我妨碍有负面影响，成绩回避目标对自我妨碍有积极影响。此外，掌握目标和成绩回避目标部分中介了自尊与自我妨碍之间的关系，自尊在大学体育中对自我妨碍既有直接影响，也有间接影响。研究结果表明，提高个体自尊、促进掌握目标同时减少成绩回避目标可能是减少大学体育中自我妨碍的相关策略。
