Task Difficulty, Self-Handicapping and Performance: A Study of Implicit Theories of Ability

dc.creator	Vali Khalkhali
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:01Z
dc.date.available	2015-07-20T22:13:01Z
dc.identifier	1309-2707
dc.identifier	https://doaj.org/article/d8270219735e4103bb962173f15de713
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15699
dc.description	Self-theories, or the theories people hold about their own qualities such as abilities, have important consequences for motivation and behavior. Examining self-theories could help us to understand how ability beliefs affect student performance and self-handicapping. The purpose of this study was to assess the impact of self-theories about ability and task difficulty on student performance and use of self-handicapping strategies in sport competitions. In this study, a blocked factorial design was conducted. The subjects were 30 entity and 30 incremental theorists Iranian male students who were divided into four equal sized groups. The first and third groups participated in a 540m track event with a 180-second time limit. The second and forth groups participated in a similar race with a 120-second time limit. After racing, all subjects completed a self-handicapping questionnaire and their performance also was recorded. MANOVA analyses of the resulting data showed incremental students reported fewer self-handicapping strategies for their next race as well as better performance compared with entity participants. These findings were, however, evident in the second competition. Moreover, subjects who participated in the first race, regardless of ability beliefs, did not show significant difference between self-handicapping strategies and performance. The findings highlight that ability beliefs can affect the students’ performance and degree of effort; this emerges when fail probability is high.© 2012 IOJES. All rights reserved
dc.language	Turkish
dc.language	English
dc.publisher	IOJES
dc.relation	http://www.iojes.net//userfiles/Article/IOJES_956.pdf
dc.relation	https://doaj.org/toc/1309-2707
dc.source	International Online Journal of Educational Sciences , Vol 4, Iss 3, Pp 592-601 (2012)
dc.subject	Self-theories
dc.subject	task difficulty
dc.subject	performance
dc.subject	self-handicapping
dc.subject	sport
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Task Difficulty, Self-Handicapping and Performance: A Study of Implicit Theories of Ability
dc.type	article