Manipulating self-efficacy in the exercise environment in women: Influences on affective responses.

1999 ◽  
Vol 18 (3) ◽  
pp. 288-294 ◽  
Author(s):  
Edward McAuley ◽  
Heidi-Mai Talbot ◽  
Suzanne Martinez
2000 ◽  
Vol 15 (3) ◽  
pp. 341-355 ◽  
Author(s):  
Edward McAuley ◽  
Bryan Blissmer ◽  
Jeffrey Katula ◽  
Terry E. Duncan

1992 ◽  
Vol 70 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Elizabeth C. Arch

Building from Bandura's work on social cognitive theory wherein self-efficacy beliefs are important determinants of human action, this study examined whether affective control efficacy—the belief that one can cope with one's own affective responses—is a more important determinant of willingness to participate for women than for men. A questionnaire with a simulated performance situation was used to gather data from graduate students in education on perceived anxiety, extent of efficacy of affective control, extent of task efficacy, and willingness to participate. Analysis indicated that efficacy of affective control is a significant predictor of willingness to participate for women but not for men.


1995 ◽  
Vol 41 (1) ◽  
pp. 13-27 ◽  
Author(s):  
Edward McAuley ◽  
Shelly M. Shaffer ◽  
David Rudolph

The purpose of the present study was to examine the relationships between perceptions of personal efficacy and affective responsibility to acute exercise in elderly male in-patients and outpatients at a Veterans Administration Medical Center. Participants completed self-efficacy measures prior to and following upper body ergometry exercise. Multidimensional affect was assessed prior to and following activity and in-task affect was assessed by retrospective recall. A significant change in feelings of fatigue was revealed over time but exercise effects on affect were shown to be moderated by perceptions of efficacy and age. Specifically, more efficacious individuals reported significantly more positive well-being and less psychological distress during and following exercise. Older individuals were less efficacious and experienced more negative responses to exercise. Finally, participants who experienced less psychological distress and more positive well-being during activity were more efficacious post-exercise. The results are discussed with respect to the role played by self-efficacy and age in the generation of affective responses to exercise.


1998 ◽  
Vol 10 (2) ◽  
pp. 268-280 ◽  
Author(s):  
David L. Rudolph ◽  
Brian D. Butki

2013 ◽  
Vol 10 (1) ◽  
pp. 97-105 ◽  
Author(s):  
Fiona Barnett

Background:This study examined the self-efficacy and affective responses to an acute exercise bout in sedentary older and younger women to determine whether aging has an effect on affective states.Methods:Twenty-five sedentary younger (mean age = 19.9 yrs) and 25 older (mean age = 55.7 yrs) women completed an acute bout of exercise. Affective responses were measured before, during, and immediately following exercise. Self-efficacy responses were measured before and immediately following exercise.Results:Positive engagement, revitalization, tranquility, Felt Arousal and Feeling Scale responses, and self-efficacy were all higher immediately following compared with before or during exercise for both groups of women. In addition, older women experienced higher overall positive engagement and lower physical exhaustion compared with younger women as well as higher tranquility and Feeling Scale responses immediately following exercise.Conclusions:This investigation found that an acute bout of moderate-intensity exercise produced more positive and fewer negative affective states in both younger and older women.


2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.


Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.


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