Implicit theory of athletic ability and self-handicapping in college students

Lung Hung Chen; Mei Yen Chen; Meng Shyan Lin; Ying Hwa Kee; Chin Fang Kuo; Shang Hsueh Shui

doi:10.2466/PR0.103.2.476-484

Implicit theory of athletic ability and self-handicapping in college students

Lung Hung Chen, Mei Yen Chen, Meng Shyan Lin, Ying Hwa Kee, Chin Fang Kuo, Shang Hsueh Shui^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

19 Citations (Scopus)

Abstract

Self-handicapping is a maladaptive behavior which undermines students' achievements, but the antecedents of self-handicapping are not well studied in physical education. The aim was to examine the relations of implicit theory of abilities and self-handicapping in physical education. 264 college students, whose mean age was 20.3 yr. (SD= 1.7), completed the Conceptions of the Nature of Athletic Ability Questionnaire-2 and Self-handicapping Scale for Sport. Analysis indicated entity beliefs positively predicted reduced effort and making excuses. Also, incremental beliefs negatively predicted reduced effort. Results are discussed in terms of implicit theory of ability and self-handicapping. Directions for research and implications are stated.

Original language	English
Pages (from-to)	476-484
Number of pages	9
Journal	Psychological Reports
Volume	103
Issue number	2
DOIs	https://doi.org/10.2466/PR0.103.2.476-484
Publication status	Published - 2008 Oct
Externally published	Yes

ASJC Scopus subject areas

General Psychology

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10.2466/PR0.103.2.476-484

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abstract = "Self-handicapping is a maladaptive behavior which undermines students' achievements, but the antecedents of self-handicapping are not well studied in physical education. The aim was to examine the relations of implicit theory of abilities and self-handicapping in physical education. 264 college students, whose mean age was 20.3 yr. (SD= 1.7), completed the Conceptions of the Nature of Athletic Ability Questionnaire-2 and Self-handicapping Scale for Sport. Analysis indicated entity beliefs positively predicted reduced effort and making excuses. Also, incremental beliefs negatively predicted reduced effort. Results are discussed in terms of implicit theory of ability and self-handicapping. Directions for research and implications are stated.",

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AU - Chen, Lung Hung

AU - Chen, Mei Yen

AU - Lin, Meng Shyan

AU - Kee, Ying Hwa

AU - Kuo, Chin Fang

AU - Shui, Shang Hsueh

PY - 2008/10

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N2 - Self-handicapping is a maladaptive behavior which undermines students' achievements, but the antecedents of self-handicapping are not well studied in physical education. The aim was to examine the relations of implicit theory of abilities and self-handicapping in physical education. 264 college students, whose mean age was 20.3 yr. (SD= 1.7), completed the Conceptions of the Nature of Athletic Ability Questionnaire-2 and Self-handicapping Scale for Sport. Analysis indicated entity beliefs positively predicted reduced effort and making excuses. Also, incremental beliefs negatively predicted reduced effort. Results are discussed in terms of implicit theory of ability and self-handicapping. Directions for research and implications are stated.

AB - Self-handicapping is a maladaptive behavior which undermines students' achievements, but the antecedents of self-handicapping are not well studied in physical education. The aim was to examine the relations of implicit theory of abilities and self-handicapping in physical education. 264 college students, whose mean age was 20.3 yr. (SD= 1.7), completed the Conceptions of the Nature of Athletic Ability Questionnaire-2 and Self-handicapping Scale for Sport. Analysis indicated entity beliefs positively predicted reduced effort and making excuses. Also, incremental beliefs negatively predicted reduced effort. Results are discussed in terms of implicit theory of ability and self-handicapping. Directions for research and implications are stated.

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Implicit theory of athletic ability and self-handicapping in college students

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