Self-handicapping strategies in physical education classes: the influence of implicit theories of the nature of ability and achievement goal orientations

By Y. Ommundsen. 2001

141 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/46962c5d3405ce4e7f1a94d80b25273da45a7f76

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Elliot
2. T. Lund
3. R. Haugen
4. Constantine Sedikides
5. A. Gregg
6. Arlen C. Moller
7. D. da Fonseca
8. F. Cury

In Experimental and Cognitive Psychology

1. A. Elliot
2. F. Cury
3. Y. Ommundsen
4. Arlen C. Moller
5. D. da Fonseca
6. Constantine Sedikides
7. A. Gregg
8. T. Lund

In Social Psychology

1. A. Elliot
2. F. Cury
3. Constantine Sedikides
4. Y. Ommundsen
5. Arlen C. Moller
6. D. da Fonseca
7. A. Gregg
8. T. Lund

Citations in the corpus

• Beliefs About Emotion: Links to Emotion Regulation, Well-Being, and Psychological Distress (2013, unknown): “…& Dweck, 2007), personality (Chiu, Hong, & Dweck, 1997; Erdley, Loomis, Cain, Dumas-Hines, & Dweck, 1997), athletic ability (Chen et al., 2008; Ommundsen, 2001), social skills (Rhodewalt, 1994), relationships (Knee, 1998; Knee, Patrick, & Lonsbary, 2003), memory (Werth & Förster, 2002), fame…”
• Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies (2005, background): “The main differences were that five instead of the original six factors were attained, where the incremental and learning items loaded on one factor, and that the general and specific scales showed poor psychometric qualities (Ommundsen, 2001a, b, c).”
• Compromising Talent: Issues in Identifying and Selecting Talent in Sport (2018, background): “Such beliefs may also increase the risk of cultivating learned helplessness (i.e., self-handicapping behavior: Ommundsen, 2001), or forms of complacency wherein athletes believe their talent assures them future success and subsequently decrease their effort and motivation to improve (i.e., the…”
• The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. (2006, result): “The proposal that entity theory has a negative influence on achievement-relevant outcomes, whereas incremental theory has a positive influence, has been clearly documented in prior research (see Aronson, Fried, & Goode, 2002; Ommundsen, 2001 ).”
• Self-Enhancement: Food for Thought (2008, background): “The discounting form of behavioral self-handicapping is liable to occur when one doubts one’s capacity to perform due to shaky self-regard (Newman & Wadas, 1997) or disbelief in the possibility of improvement (Ommundsen, 2001).”
• Implicit Theories of Ability and Self-regulation Strategies in Physical Education Classes (2003, methodology): “Taken together with findings from previous research (Newman, 1998; Ommundsen, 2001 a,b,c), the findings have implications for teaching practice when attempting to foster self-regulated learning in PE.”
• An experimental test of self-theories of ability in youth sport (2006, unknown): “Similar findings have emerged in sport- and physical educationbased research (Biddle, Wang, Chatzisarantis, & Spray, 2003; Cury, Da Fonseca, Rufo, & Sarrazin, 2002; Lintunen, Valkonen, Leskinen, & Biddle, 1999; Ommundsen, 2001a,b; Sarrazin et al., 1996).”
• Self-Handicapping Related to Task and Performance-Approach and Avoidance Goals in Physical Education (2004, background): “…of self-handicapping in academics and physical activity has only recently been informed by the achievement goal approach (Midgley & Urdan, 1995; Midgley, Arunkumar, & Urdan, 1996; Urdan, Midgley, & Anderman, 1998; Midgley & Urdan, 2001; Rhodewalt, 1994; Ryska, Yin, & Boyd, 1997; Ommundsen, 2001a).”