Winning The Psychology of Competition Summer 2021

Harvard Pre-College Program PSYC P-17555 Summer 2021

Winning:

The Psychology of Competition

Harvard Pre-College Program 2021
PSYC P-17555

Session I: June 27-July 9

Instructor: Monday-Friday
Emily Hangen, PhD 3:15-6:15pm ET
Online Synchronous Course
Email:
[email protected]

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Harvard Pre-College Program PSYC P-17555 Summer 2021

Course Description

Competition is ubiquitous: athletes compete on the sport field, dancers and actors
audition for coveted roles, candidates vie for employment or political positions, businesses
compete for profit, and students compete for
scholarships and program admission. Why do
some individuals choke under the pressure of
competition, while others thrive? How does
having an audience or competitor watching
you affect how well you perform?

In this course we will elucidate the relation Photo by Victoire Joncheray on Unsplash
between competition and performance in
discussions of social comparison theory,
social facilitation, goal adoption, the
opposing process model of competition, performance under
stress, deliberate practice and more.

You will develop a scientifically-grounded understanding of how competition affects
motivation and performance and learn practical, evidence-based tips for how to reach
your own peak performance.

Course Format

This course will be run as a Live Web Conference (synchronously using canvas and Zoom).
Students must attend all classes online in their entirety to receive a passing grade of AR
(Met All Requirements). Students are required to remain on camera during the class and
neither Dr. Hangen nor any of the students may record the lesson.

Coursework

There is no required textbook for this course. Instead, you will be reading original scholarly
articles (see Course Schedule on p. 4 for list of readings). All course materials will be
provided to you through canvas library reserves.

Additionally, you will complete two activities and write up a brief report for each: an
Observation Report & a Self-Application Plan.

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Harvard Pre-College Program PSYC P-17555 Summer 2021

Observation Report

Purpose: To reinforce your learning and
demonstrate your ability to identify concepts
learned in class in real-world settings.

Details: Observe a competition (e.g. sporting

event, reality tv competition, audition, debate, etc.)

and focus on one of the competitors. During the

Photo by Arthur Osipyan on Unsplash competition, take notes about that competitor’s
motivation. In a brief 1-2 page report you will

analyze the motivation of the competitor you observed using at least 1 concept you

learned about in class. In your paper you will need to thoroughly explain the

psychological concept to your reader and use observational evidence to support your

motivational analysis. Please refine your paper so that it demonstrates thoughtful analysis

and is written in a clear, well-organized, and highly succinct manner. Due by Monday, July

5th.

Self-Application Plan

Purpose: To enhance your own personal Photo by Quino Al on Unsplash
performance using evidence-based findings.

Details: Choose 1-2 concepts from class and
make a plan for how you will apply them in
your own life. In a brief 1-2 page report,
describe your plan, explain the research
behind your plan, and provide a commitment
date for when you will implement your plan.
Due before class on Friday, July 9th.

Course Policies & Support Resources

**Please review The Key Policies for Pre-College Programs (link provided below)**
https://studenthandbook.summer.harvard.edu/key-policies-pre-college-students

Working with your classmates

You are welcomed and encouraged to discuss ideas with your classmates, consult with

classmates about your self-application plan, and even share notes from class. However, all

submitted work must be your own. 3

Harvard Pre-College Program PSYC P-17555 Summer 2021

Academic Integrity (Honesty)

You are responsible for understanding Harvard Summer School policies on academic
integrity (http://www.summer.harvard.edu/policies/student-responsibilities) and how to
use sources responsibly. Not knowing the rules, misunderstanding the rules, running out
of time, submitting the wrong draft, or being overwhelmed with multiple demands are
not acceptable excuses.

To support your learning about academic citation rules, please visit the Resources to
Support Academic Integrity (http://www.summer.harvard.edu/resources-policies/
resources-support-academic-integrity) where you will find links to the Harvard Guide to
Using Sources (https://usingsources.fas.harvard.edu) and two free online 15-minute
tutorials to test your knowledge of academic citation policy. The tutorials are anonymous
open-learning tools.

Accessibility services

The Summer School is committed to providing an accessible academic community. The
Accessibility Office offers a variety of accommodations and services to students with
documented disabilities. Please visit http://www.summer.harvard.edu/resources-policies/
accessibility-services for more information.

Course Schedule

Class Date Topic

1 Mon June 28 Stop! Rethink what you know about science!

Introduction to Psychological Science

Does competing help you perform better or worse?

Opposing Processes Model & Achievement Goals

Assigned readings
1. Elliot, A. J. (2020). Competition and achievement outcomes: A
2 Tue Jun 29 hierarchical motivational analysis. Motivation Science, 6(1), 3-11.

2. Johnson, D., Johnson, R., & Roseth, C. (2012). Competition and
performance: More facts, more understanding? Comment on
Murayama and Elliot (2012). Psychological Bulletin, 138,
1071-1078.

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Harvard Pre-College Program PSYC P-17555 Summer 2021

Class Date Topic

Do people take more risks when they are competing?

Challenge & Threat Stress States

Assigned readings
1. Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2016). The opposing
processes model of competition: Elucidating the effects of
3 Wed Jun 30 competition on risk-taking. Motivation Science, 2(3), 157-170.

2. Turner, M. J., Jones, M. V., Sheffield, D., & Cross, S. L. (2012).
Cardiovascular indices of challenge and threat states predict
competitive performance. International Journal of
Psychophysiology, 86(1), 48-57.

Why and how do we compare ourselves to others?

Social Comparison Theory

Assigned readings
1. Suls, J., Martin, R., & Wheeler, L. (2002). Social comparison: Why,
4 Thu July 1 with whom, and with what effect?. Current Directions in

Psychological Science, 11(5), 159-163.

2. Wheeler, L., & Suls, J. (2007). Assimilation in social comparison:
Can we agree on what it is?. Revue internationale de psychologie
sociale, 20(1), 31-51.

Situations that spark competition

N-effect & Ranking

Assigned readings
Fri July 2 1. Garcia, S. M., & Tor, A. (2009). The N-effect: More competitors, less
5 competition. Psychological Science, 20(7), 871-877.

2. Garcia, S. M., Tor, A., & Gonzalez, R. (2006). Ranks and rivals: A
theory of competition. Personality and Social Psychology
Bulletin, 32(7), 970-982.

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Harvard Pre-College Program PSYC P-17555 Summer 2021

Class Date Topic

Mon July 5 No Class
Observation
Report due

Spectators & Teammates

Social Facilitation and Social Loafing

Assigned readings
1. Blascovich, J., Mendes, W. B., Hunter, S. B., & Salomon, K. (1999).
Social “facilitation" as challenge and threat. Journal of Personality
6 Tue July 6 and Social Psychology, 77(1), 68-77.

2. Høigaard, R., Boen, F., De Cuyper, B., & Peters, D. M. (2013). Team
identification reduces social loafing and promotes social laboring
in cycling. International Journal of Applied Sports Sciences, 25(1),
33-40.

Choking Under Pressure

Why it happens and how to prevent it

Assigned readings
7 Wed July 7 1. Mesagno, C., & Beckmann, J. (2017). Choking under pressure:

theoretical models and interventions. Current Opinion in
Psychology, 16, 170-175.
2. Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries
boosts exam performance in the classroom. Science, 331(6014),
211-213.

Coping with Stress

Stress Reappraisal

Assigned readings
1. Jamieson, J. P., Peters, B. J., Greenwood, E. J., & Altose, A. J. (2016).
Reappraising stress arousal improves performance and reduces
8 Thu July 8 evaluation anxiety in classroom exam situations. Social

Psychological and Personality Science, 7(6), 579-587.

2. Oveis, C., Gu, Y., Ocampo, J. M., Hangen, E. J., & Jamieson, J. P.
(2020). Emotion Regulation Contagion: Stress Reappraisal
Promotes Challenge Responses in Teammates. Journal of
Experimental Psychology: General. Advance online publication.

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Harvard Pre-College Program PSYC P-17555 Summer 2021

Class Date Topic

Emotions in competition & Wrap Up

Counterfactual thinking & facial expressions versus body language

Fri July 9
Self- Assigned readings
9 Application 1. Aviezer, H., Trope, Y., & Todorov, A. (2012). Body cues, not facial

Plan due expressions, discriminate between intense positive and negative

emotions. Science, 338(6111), 1225-1229.

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