The Effects of Three Types of Goal Setting Conditions on Tennis Performance: A Field-Based Study

2001 ◽  
Vol 20 (2) ◽  
pp. 188-200 ◽  
Author(s):  
B. Ann Boyce ◽  
Thomas Johnston ◽  
Valerie K. Wayda ◽  
Linda K. Bunker ◽  
John Eliot
Keyword(s):  
College Students ◽  
Goal Setting ◽  
Random Sampling ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Sampling Technique ◽  
The Self ◽  
Two Stage ◽  
Baseline Performance

Utilizing a two-stage random sampling technique, this study investigated the effect of three types of goal setting conditions (self-set, instructor-set, and “do your best” control) on tennis serving performance of college students (N = 156) in nine beginning tennis classes. A 3 × 2 × 5 (goal setting conditions × gender × trials) ANCOVA with repeated measures on the last factor and baseline performance as the covariate was computed. A significant interaction of goal setting conditions by trials was revealed (p < .003) with follow-up procedures favoring the instructor-set and self-set goal groups over the “do your best" group at the second and fourth trials. Further, at trial two, the instructor-set group was statistically superior to the self-set group. From this significant interaction, it appeared that the instructor-set and self-set goals enhanced students’ performance on the tennis serving task.

Effects of Assigned versus Participant-Set Goals on Skill Acquisition and Retention of a Selected Shooting Task

1992 ◽  
Vol 11 (3) ◽  
pp. 220-234 ◽  
Author(s):  
B. Ann Boyce
Keyword(s):  
Goal Setting ◽  
Skill Acquisition ◽  
Random Sampling ◽  
Repeated Measures ◽  
Sampling Technique ◽  
Two Stage ◽  
Specific Goal ◽  
Retention Trial

This study investigated the effect of three goal-setting conditions on skill acquisition and retention of a selected shooting task. Utilizing a two-stage random-sampling technique, nine classes (N=138 subjects) were assigned to one of three conditions: (a) assigned specific goals, (b) participant-set specific goals, and (c) generalized do-your-best goals. The pretest and five skill acquisition trials were analyzed in a 3×6 (Goal groups × Trials) MANOVA design with repeated measures on the last factor. The procedure for the retention trial resulted in a 3×1 (Goal groups × Trial) ANOVA design. Results indicated a significant groups-by-trials interaction. The follow-up analyses revealed that the two specific goal-setting groups (assigned and participant-set goals) were significantly superior to the do-your-best group during the second, fourth, fifth, and retention trials.

The Effects of Assigned and Self-Set Goals on Task Performance

1994 ◽  
Vol 16 (3) ◽  
pp. 258-269 ◽  
Author(s):  
B. Ann Boyce ◽  
Valerie K. Wayda
Keyword(s):  
Task Performance ◽  
Goal Setting ◽  
Repeated Measures ◽  
Significant Interaction ◽  
The Self ◽  
Control Group ◽  
Goal Condition ◽  
Motivation Level ◽  
And Performance ◽  
And Control

This study investigated the effect of three goal-setting conditions (self-set, assigned, and control) and two levels of self-motivation (medium and high) on the performance of females participating in 12 university weight training classes (N = 252). The subjects' levels of self-motivation were assessed via Dishman, Ickes, and Morgan's (1980) Self-Motivation Inventory (SMI). The baseline and performance trials were analyzed in a 3 × 2 × 10 (Goal Condition × Motivation Level × Trial) ANCOVA design, with repeated measures on the last factor and baseline as the covariate. A significant interaction of goal-setting groups and trials was found. Planned comparisons indicated that the assigned goal group was statistically superior to the control and to the self-set groups from Trial 3 through retention. In addition, the two goal-setting groups were statistically superior to the control group at the seventh through retention trials. The subjects' SMI levels were not found to moderate the effect of goal setting on performance.

Affective Integration Speeds Trait Processing

2005 ◽  
Vol 97 (3) ◽  
pp. 810-818
Author(s):  
Takashi Nakao ◽  
Makoto Miyatani
Keyword(s):  
College Students ◽  
Personality Trait ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Speed Of Processing ◽  
Repeated Measures Design ◽  
Fan Effect ◽  
Students First ◽  
Recognition Judgments ◽  
Affective Value

We investigated whether affective integration increases the speed of processing of personality trait knowledge. The fan effect was compared between cases where trait knowledge is stored with the affective value and cases where it is not stored with the affective value. 18 college students first memorized a set of traits about fictitious individuals and then made recognition judgments. In the 2 × 2 factorial repeated-measures design, the number of traits learned about a fictitious individual and whether those traits were integrated by a shared affective value were manipulated. The significant interaction showed that knowledge of personality trait with affective integration was processed quickly even if the particular person's memory had rich connections with traits.

scholarly journals PENGARUH KEPEMIMPINAN TRANSFORMASIONAL DAN EFIKASI DIRI TERHADAP KEPUASAAN KERJA GURU

2017 ◽  
Vol 8 (2) ◽  
pp. 85
Author(s):  
Neti Karnati ◽  
Adjat Wiratma
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
Direct Effect ◽  
Junior High School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The Self ◽  
Positive Direct

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh kepemimpinan transformasional dan efikasi diri terhadap kepuasan kerja guru di SMP Yayasan Budi Mulia Lourdes Jakarta. Metodologi penelitian adalah survei yang dipilih dengan teknik simple random sampling. Analisis dan interpretasi data menunjukkan bahwa (1) kepemimpinan transformasional berpengaruh positif langsung terhadap kepuasan kerja, (2) efikasi diri berpengaruh langsung positif terhadap kepuasan kerja, (3) kepemimpinan transformasional berpengaruh positif langsung terhadap efikasi diri.KATA KUNCI: efikasi diri, kepemimpinan transformasional, kepuasan kerja.  THE EFFECT OF TRANSFORMATIONAL LEADERSHIP AND SELF EFFICACY OF THE JOB SATISFACTION TEACHERABSTRACTThe purpose of this study is to determine the effect of transformational leadership and self efficacy of the job satisfaction teacher in Junior High School of Budi Mulia Lourdes Jakarta.The research methodology was survey which was selected by simple random sampling technique. Analysis and interpretation of the data indicates that (1) transformational leadership of a positive direct effect on job satisfaction, (2) self efficacy positive direct effect on job satisfaction, (3) transformational leadership positive direct effect on the self efficacy.

A STUDY ON SELF-EFFICACY AMONG ADOLESCENT STUDENTS

2021 ◽  
pp. 64-65
Author(s):  
M.Adenna Naik ◽  
B. Srilatha
Keyword(s):  
Data Collection ◽  
Self Efficacy ◽  
Random Sampling ◽  
Sampling Technique ◽  
Residential Area ◽  
The Self ◽  
Adolescent Students ◽  
Guntur District

The purpose of this study was to measure the self-efcacy among adolescent students in Guntur district. It consisted of a sample of 200 students. For data-collection, self-efcacy scale by Dr. Arun Kumar Singh and Dr. Shruti Narain was used. Stratied random sampling technique was also used. The main ndings of the study showed that there was a signicant difference among boys and girls students. Moreover the results also showed that there was no signicant difference among students in relation to their student’s residential area and age

scholarly journals Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

2016 ◽  
Vol 9 (4) ◽  
pp. 92 ◽  
Author(s):  
Liangxing Liu
Keyword(s):  
College Students ◽  
Statistical Analysis ◽  
Language Learning ◽  
Self Determination Theory ◽  
The Self ◽  
English For Specific Purposes ◽  
Self Determination ◽  
Chinese College Students ◽  
Learning English

<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>

Interactions Between Self-Exposure and Alprazolam in the Treatment of Agoraphobia Without Current Panic: An Exploratory Study

1993 ◽  
Vol 21 (3) ◽  
pp. 219-238 ◽  
Author(s):  
Enrique Echeburúa ◽  
Paz De Corral ◽  
Elvira García Bajos ◽  
Mercedes Borda
Keyword(s):  
Repeated Measures ◽  
Active Drug ◽  
Post Treatment ◽  
The Self ◽  
Future Research ◽  
Exposure Group ◽  
Therapeutic Modalities ◽  
Combined Action ◽  
Pre Treatment

The aim of this work was to test the comparative efficacy of four therapeutic modalities (self-exposure, self-exposure + Alprazolam, Alprazolam, and self-exposure + placebo) and also to determine the combined effects of self-exposure with Alprazolam and self-exposure with placebo in the treatment of agoraphobia without current panic. The sample consisted of 31 patients selected according to DSM-III-R criteria. A multigroup experimental design with repeated measures of assessment (pre-treatment, post-treatment and 1, 3 and 6-month follow-up) was used. The results indicated that there was a similar therapeutic improvement (in about 75% of the cases) between pre- and post-treatment in all therapeutic modalities, except for the Alprazolam group, where improvement did not take place, was rather weak or tended to fade as time passed. This improvement increased at the follow-ups in the self-exposure + placebo group, remained stable in the self-exposure group, and was irregular or fairly unpredictable in the self-exposure + Alprazolam group. There was a positive combined action between self-exposure and placebo and a negative interaction between self-exposure and Alprazolam. The highest relapse rate appeared in the therapeutic modalities where the active drug was administered. The intratreatment evolution was faster in the self-exposure group than in the others, but it tended to remain stable in the second part of the therapy. It is therefore concluded that the efficacy of self-exposure therapy may be the same if reduced to half the number of sessions. Finally, several topics that may contribute to future research in this field are commented upon.

scholarly journals KONTRIBUSI KONSEP DIRI TERHADAP PERILAKU BULLYING

2019 ◽  
Vol 2 (1) ◽  
pp. 51-64
Author(s):  
Suci Lia Sari ◽  
Wita Antasari
Keyword(s):  
Random Sampling ◽  
Correlation Method ◽  
Sampling Technique ◽  
The Self ◽  
Self Concept ◽  
Social Aspects ◽  
Internal Factor ◽  
Research Findings ◽  
Bullying Behavior ◽  
Simple Regression

Bullying behavior was affected by nternal factors. The internal factor was self-concept. The purpose of this research was to reveal the extent to which the self-concept contributed toward bullying behavior. This research used quantitative approach and correlation method. The population of the research was the students in claas X and XI. The sample was chosen by using proportional random sampling technique. The instrument of the research was a scala of Likert model. The reliability of the instrument of the self-concept was 0.873, and bullying behavior was 0.899. the data gathered were analized by using simple regression. The research findings indicated that: 1) self-concept in general, was in average category in which physical and social aspects got the highest percentage, 2) bullying behavior in genaral was in average category in which verbal and relational bullying got the highest percentage, 2) self-concept contributed negatively and significantly toward bullying behavior.

scholarly journals Perceptions of seriousness regarding symptoms of periodontal disease in adolescents age 18 years old

2013 ◽  
Vol 25 (1) ◽  
Author(s):  
Rizky Vijani ◽  
Sri Susilawati ◽  
Asty Samiaty Setiawan
Keyword(s):  
High School ◽  
Periodontal Disease ◽  
Random Sampling ◽  
Research Result ◽  
Sampling Technique ◽  
Descriptive Study ◽  
The Self ◽  
Survey Method ◽  
Self Perception ◽  
Five Senses

Introduction: Perception is the process of object observations about something using the five senses. Everyone has a different perception of the same object, although in this case are the symptoms of periodontal disease. The purpose of this study is to determine the self-perception of the seriousness of the symptoms of periodontal disease in adolescents aged 18 years SMAN 8 Bandung. Methods: This study was a descriptive study with a survey method. The methods used in sampling is a method of random sampling technique. Sample studied was 18-year-old teenager in Senior High School 8 Bandung students. as much as 148 student. Results: The results shows that respondents' perception of the seriousness of the symptoms of periodontal disease to get 555.8.average point. Conclusion: Based on the research result, it can be conclude that on 18-year-old student at SMAN 8 Bandung gained a serious perception of the symptoms of periodontal disease.

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