Undergraduate Honors Thesis


An Investigation of the Self-Invoking Trigger Hypothesis Public Deposited

  • The present study seeks to investigate the self-invoking trigger hypothesis. One aspect of the self-invoking trigger hypothesis states that when individuals activate their self-schema, also known as self-activation, their ability to learn and perform a motor skill will be hindered (Wulf & Lewthwaite, 2010). A self-schema entails a set of beliefs and ideas that people have about themselves and these can affect how an individual acts in various settings (Bargh, 1982; Leite & Kuiper, 2010; Markus, 1977; Stein, 1995). The self-schema may be activated through various types of self-reflection (McKay, Wulf, Lewthwaite, & Nordin, 2015). Experiment 1 involved a pretest of 10 blocks composed of 3 dart throws each, a writing task during the 5 minute intertest interval, and a posttest similar in structure to the pretest (N=42). During the intertest interval the participant was asked to reflect on their strengths and weaknesses as an athlete (n=14), or reflect on the strengths and weaknesses of another athlete (n=14), while the control group performed an alphabet listing task (n=14). Experiment 2 sought to separate the effects of the direction (positive and negative) and relevance (relevant or irrelevant to the task) of self-reflection (N=48). Experiment 2 involved the same methodology as the Experiment 1, but the writing task was replaced by reflecting on either strengths in dart-throwing (n=12), weaknesses in dart-throwing (n=12), strengths in other sports (n=12), or weaknesses in other sports (n=12). Based on analyses of variance and analyses of covariance, the present study fails to reject the null hypothesis, lending support for the notion that self-reflection and self-activation have no statistically significant effect on one’s ability to learn and perform a motor skill.
Date Awarded
  • 2015-01-01
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Granting Institution
Last Modified
  • 2019-12-02
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