Achievement Goals, Fear of Failure and Self-Handicapping in Young Elite Athletes with and without Chronic Pain

Molenaar, Bodile; Willems, Charlotte; Verbunt, Jeanine; Goossens, Mariëlle E. J. B.

doi:10.3390/children8070591

Cited by 7 publications

(6 citation statements)

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“…Students who fear or avoid appearing incompetent engage in an SH strategy. This study supports the findings of previous researchers who stated that SH is a strategy to manage self-image associated with feelings of fear of failure (e.g., De Castella et al, 2013;Lee et al, 2021;Merolla & Jackson, 2019;Molenaar et al, 2021). Both BSH and CSH are ways to avoid failure or feelings of fear of failure.…”

Section: Discussionsupporting

confidence: 90%

“…This study reinforces the results of previous research that the role of PApG in learning activities is less clear (e.g., Hoffman et al, 2019;Lee et al, 2016). Several previous studies found a negative relationship between PApG and SH (e.g., Akin, 2014;Lee et al, 2021;Schwinger et al, 2014), and some other studies the two were positively related (e.g., Molenaar et al, 2021;Sameer Babu & Selvamari, 2018) The results of this study also strengthen the results of previous studies that MApG has a significant negative relationship both with BSH and CSH (e.g., Akin, 2014;Martin et al, 2015;Schwinger et al, 2014). Individuals who pursue mastery of learning materials view failure as part of the learning process, so failure is not something to be afraid of.…”

Section: Discussionsupporting

confidence: 90%

“…This study supports the previous studies which found that SH was not affected by PApG because PApG was associated with persistence (e.g., Akin, 2014;Janke et al, 2016;Ommundsen, 2004). However, this study does not support several previous studies (e.g., Molenaar et al, 2021;Sameer Babu & Selvamari, 2018;Schwinger et al, 2014) which found that PApG can increase SH.…”

Section: Discussionsupporting

confidence: 65%

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2022

EJEDP

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This study examined the model of the relationship between achievement goals, engagement, and Self-handicapping (SH). The study was conducted with 850 students who filled out a self-report questionnaire as respondents. After the measuring instrument was declared valid and reliable, the two relationship models were tested using a structural equation modeling (SEM) with a two-step approach. The test results suggested that the objectives of mastery of the material and improvement of skills must be achieved for increasing student engagement and preventing SH in learning activities. Students who are afraid of appearing incapable did behavioral SH and reduced their attachment to learning activities. The goal of showing off achievements and excelling from their peers did not make students use SH strategies but only emotionally engaged. Claimed Self-handicapping (CSH) increased engagement and vice versa, while behavioral Self-handicapping (BSH) decreased engagement and vice versa.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 65%

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2022

EJEDP

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“…Along these lines, Conroy et al (2001) and Conroy et al (2002) perform in‐depth interviews to shed light on the nature of the cognitive‐motivational‐relational appraisals associated with fear of failure in elite athletes. Similarly, Gómez‐López et al (2020), Molenaar et al (2021), Thuany et al (2022) among others, show a negative relationship between sports competition and performance.…”

Section: Brief Review Of the Literaturementioning

confidence: 85%

Feeling the heat? Fear of failure and performance

Chong

2022

Kyklos

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We use new individual-level data from MasterChef, a television show in the United States in order to objectively capture situations of fear of failure. We codify situations in which the contestants are on the verge of being eliminated from competition and situations where they explicitly express fear of failing. These new data have the distinct advantage of being purely objective. We cover ten seasons, from 2010 to 2020 and include nearly 200 observations to study the role of fear of failure on performance. Using ordinary least squares, we show that extreme fear of failure is associated with an increase of two to four positions in the final placement of the cooking competition. This positive link between fear of failure and performance tends to contradict the conventional wisdom in both psychology and behavioral economics that such a link tends to be negative.Our findings are robust to broad changes in specification. | INTRODUCTIONFear of failure is a rather powerful human emotion. It can be highly disruptive, erode performance, provoke individuals to self-sabotage themselves to avoid confronting it as well as produce a sense of frustration, helplessness and in particular shame, as it touches on the core of an individual's self-esteem (American Psychological Association, 2007;Conroy et al., 2002;Tasouides, 2015). 1 Interestingly, fear of failure is rather common and widespread in societies. In the United States, for instance, it has been estimated that around 30 % of the population is terrified of failure, and it ranks among the worst fears that the population endure in this country. 2 Similarly, it has been shown that in many countries a significant share of adults indicate that fear of failure prevents them from setting up a business, ranging 1 Fear of failure is defined as the behavioral reaction to the consequences anticipated for failing to achieve objectives set by oneself or others. It is distinct from loss aversion, which refers to the fact that individuals may experience losses asymmetrically more severely than equivalent gains (American Psychological Association, 2007;Kahneman & Tversky, 1979). In its clinical form, fear of failure is called "atychiphobia", an abnormal, irrational, and persistent fear of failure. (https://sites.psu.edu/akb13/tag/atychiphobia/) 2 https://www.latimes.com/health/la-he-scared-20151031-story.html

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“…Thus, both hope for power and fear of losing power could lead to a performance-avoidance goal. Therefore, fear of failure [13] and both variables of power motive (hope for power and fear of losing power) [10] [14] should be minimized to prevent the tendency to the selection of performance-avoidance goal orientation.…”

Section: Introductionmentioning

confidence: 99%

Influence of Gamification Elements on Explicit Motive Dispositions

Durmaz¹,

Fuertes²,

Imbert³

2022

IEEE Access

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Explicit motive dispositions are the psychological needs that drive the behavior and play a predictive role in the selection of the achievement goal. In the presence of situational incentive cues, the variables of explicit motive dispositions may arouse/suppress. Similar to these incentive cues, gamification elements (such as leaderboards, points, badges, etc.) offer motivational affordances that either increase or decrease performance and engagement depending on the agent's perception. However, this similarity, and the effects of motivational affordances on the agent's explicit motive disposition and the selection of subsequent achievement goals, have not been thoroughly investigated. In this paper, the gamification elements (leaderboard and points) of the DRACO gamification system are redesigned to provoke explicit motive dispositions of the students. The results of the field study revealed that the experiment group had a significantly lower fear of failure and power motives (both hope and fear), fewer selections of performanceavoidance goals, and performed better based on theory exams and course grades compared to the control group. Consequently, it supports the hypothesis that gamification elements could provoke explicit motive dispositions and could affect the subsequent achievement goal selection, and the design of the gamification elements could be a determinant factor in this behavior change. Furthermore, this study contributes to a systematic Spanish translation of the UMS-3 questionnaire.

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Achievement Goals, Fear of Failure and Self-Handicapping in Young Elite Athletes with and without Chronic Pain

Cited by 7 publications

References 63 publications

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Feeling the heat? Fear of failure and performance

Influence of Gamification Elements on Explicit Motive Dispositions

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