Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective
Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals propos...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Routledge
2009
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| Online Access: | http://hdl.handle.net/20.500.11937/46982 |
| _version_ | 1848757709723140096 |
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| author | Ntoumanis, Nikos Thøgersen-Ntoumani, C. Smith, A. |
| author_facet | Ntoumanis, Nikos Thøgersen-Ntoumani, C. Smith, A. |
| author_sort | Ntoumanis, Nikos |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 2 x 2 model (Elliot & McGregor, 2001), measuring the participants' own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (n=138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues' findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on selfhandicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals. © 2009 Taylor & Francis. |
| first_indexed | 2025-11-14T09:32:24Z |
| format | Journal Article |
| id | curtin-20.500.11937-46982 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:32:24Z |
| publishDate | 2009 |
| publisher | Routledge |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-469822018-03-29T09:06:49Z Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective Ntoumanis, Nikos Thøgersen-Ntoumani, C. Smith, A. Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 2 x 2 model (Elliot & McGregor, 2001), measuring the participants' own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (n=138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues' findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on selfhandicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals. © 2009 Taylor & Francis. 2009 Journal Article http://hdl.handle.net/20.500.11937/46982 10.1080/02640410903150459 Routledge restricted |
| spellingShingle | Ntoumanis, Nikos Thøgersen-Ntoumani, C. Smith, A. Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective |
| title | Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective |
| title_full | Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective |
| title_fullStr | Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective |
| title_full_unstemmed | Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective |
| title_short | Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective |
| title_sort | achievement goals, self-handicapping, and performance: a 2 × 2 achievement goal perspective |
| url | http://hdl.handle.net/20.500.11937/46982 |