The Effect of Imagery Function and Imagery Direction on Self-Efficacy and Performance on a Golf-Putting Task

2002 ◽  
Vol 16 (1) ◽  
pp. 48-67 ◽  
Author(s):  
Sandra E. Short ◽  
Jared M. Bruggeman ◽  
Scott G. Engel ◽  
Tracy L. Marback ◽  
Lori J. Wang ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Control Group ◽  
Gender Interaction ◽  
Golf Putting ◽  
Main Effect ◽  
Group A ◽  
Males And Females ◽  
And Performance

This experiment examined the interaction between two imagery functions (Cognitive Specific, CS; and Motivation - General Mastery, MG-M) and two imagery directions (facilitative, debilitative) on self-efficacy and performance in golf putting. Eighty-three participants were randomly assigned to one of 7 conditions: (a) CS + facilitative imagery, (b) CS + debilitative imagery, (c) MG-M + facilitative imagery, (d) MG-M + debilitative imagery, (e) CS imagery only, (f) MG-M imagery only, (g) no imagery (stretching) control group. A 3 (imagery direction) X 3 (imagery function) X 2 (gender) ANCOVA with pretest scores used as the covariate was used. Results showed a main effect for performance; means were higher for the facilitative group compared to the debilitative group. For self-efficacy, there was a significant imagery direction by imagery function by gender interaction. These findings suggest imagery direction and imagery function can affect self-efficacy and performance and that males and females respond differently to imagery interventions.

The Effects of Self-Efficacy and Goal Setting on Bowling Performance

1997 ◽  
Vol 16 (3) ◽  
pp. 312-323 ◽  
Author(s):  
B. Ann Boyce ◽  
Sarah M. Bingham
Keyword(s):  
Goal Setting ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Male Students ◽  
Control Group ◽  
Main Effect ◽  
Males And Females ◽  
Marginal Improvement ◽  
And Control ◽  
Better Than

The present study investigated the effect of three goal-setting groups (self-set, assigned, and control) and three levels of self-efficacy (low, medium, and high) on bowling performance of college students (N = 288). The performance/retention trials were analyzed in a 3 × 2 × 10 (Goal Conditions × Self-Efficacy Levels × Trials) ANCOVA design, with repeated measures on the last factor and baseline performance as the covariate. Results of the data analysis revealed a significant main effect for self-efficacy (SE) levels for males and females. Individuals at high and medium SE levels performed significantly better than those at a low SE level. The nonsignificant main effect for goal groups was attributed to the spontaneous goal-setting behavior of the control group. Finally, there was a main effect for trials and planned comparisons indicated that as trials progressed female students improved. Evidence of a performance plateau was present for male students, as they showed marginal improvement across trials.

Personal Importance, Motivation, and Performance of Older Adults

1992 ◽  
Vol 74 (2) ◽  
pp. 543-546 ◽  
Author(s):  
Laurie M. Beach ◽  
L. Keith Tennant
Keyword(s):  
Older Adults ◽  
Positive Reinforcement ◽  
Research Study ◽  
Well Being ◽  
Control Group ◽  
Significant Group ◽  
Main Effect ◽  
Group A ◽  
And Performance ◽  
Personal Importance

This investigation was conducted to examine whether older adults would improve their performance when given statements intended to make them feel important to a research study as well as statements concerning their over-all well-being. Women ( n = 14) and men ( n = 15) with mean ages. of 76.0 yr. and 75.1 yr., respectively, were randomly assigned into a control group, a positive reinforcement group, and a group given statements of personal importance. Dependent measures on a rotary pursuit task, screw-and-nut assembly task, and an interest questionnaire were obtained during three separate visits. Data were analyzed with a 3 × 3 (Groups × Days) analysis of variance. While no significant group effects were found on any measure, a significant main effect was obtained for days, indicative of learning.

scholarly journals Evaluating the Effectiveness of Childbirth Preparation Courses on Women’s Self-Efficacy among Ultra-Orthodox Jewish Religious Women in Israel

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 818
Author(s):  
Liat Korn ◽  
Gideon Koren ◽  
Ayelet Yaakov ◽  
Galit Madar ◽  
Ayala Blau
Keyword(s):  
Self Efficacy ◽  
Course Delivery ◽  
Orthodox Jewish ◽  
Control Group ◽  
Study Group ◽  
Jewish Women ◽  
Religious Women ◽  
Birth Preparation ◽  
Group A ◽  
Childbirth Preparation

Background: This study examined the effectiveness of a birth preparation course on coping with childbirth among primigravid ultra-orthodox Jewish women in Israel. Methods: In total, 130 ultra-orthodox 25–35-week primigravid women were divided into a study (n = 100, participated in birth preparation courses) and a control (n = 30, did not participate in the courses) group. A questionnaire was delivered three times: T1—before the course/delivery, T2—two–three days after delivery, and T3—a month after delivery. Results: At T3, self-efficacy among the study group was higher than in the control group. Differences in self-efficacy were found over time regardless of the group (F(2,246) = 12.83, p < 0.001), as a time–group interaction effect (F(2,246) = 10.20, p < 0.01). Self-efficacy in the study group (Mean, M = 3.40, Standard deviation, SD = 0.63 at T1) dropped to M = 3.06, SD = 0.76 at T2 and rose to M = 3.34, SD = 0.64 at T3. In the control group, self-efficacy (M = 3.53, SD = 0.56 at T1) dropped to M = 3.26, SD = 0.63 at T2 and to M = 2.95, SD = 0.76 at T3. Discussion: The childbirth preparation course was found to be effective in raising self-efficacy among primigravid ultra-orthodox religious women when compared to the control group.

scholarly journals The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

2017 ◽  
Vol 10 (5) ◽  
pp. 158 ◽  
Author(s):  
Parastoo Alizadeh Oghyanous
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Before And After ◽  
Group A ◽  
Age Range

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

2018 ◽  
Vol 46 (3) ◽  
pp. 447-458 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Comprehension Strategies ◽  
Control Group ◽  
Verbal Persuasion ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Significant Difference ◽  
And Performance ◽  
Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

scholarly journals Self-efficacy and performance of the roundhouse kick in taekwondo

2014 ◽  
Vol 9 (2) ◽  
pp. 97 ◽  
Author(s):  
Isaac Estevan ◽  
Octavio Álvarez ◽  
Coral Falcó ◽  
Isabel Castillo
Keyword(s):  
Self Efficacy ◽  
Impact Force ◽  
High Reliability ◽  
Sport Performance ◽  
Total Response Time ◽  
Psychological Training ◽  
Males And Females ◽  
And Performance ◽  
Performance Results ◽  
The Relationship

Development of self-efficacy scales allows the analysis of athletes’ perceptions and examination of the relationship between perception and performance. The aim of this paper was to: (1) develop a specific self-efficacy scale in a taekwondo task, the roundhouse kick, and (2) analyse the sport performance and its relationship with two self-efficacy scales (specific and general) outcomes according to the athletes’ gender.<strong> </strong>Forty-three taekwondo athletes (33 male and 10 female) participated in this study. The Physical (PSE) and Specific (RKSES) self-efficacy scales were administered. Performance data (impact force and total response time) were acquired by athletes kicking twice to an instrumented target. Results showed that the specific self-efficacy scale has high reliability and is able to predict sport performance in males and females. Males had higher self-efficacy scores and also higher performance results than females. Females’ taekwondo psychological training should be focus on improving their self-efficacy perception in order to increase their performance in the roundhouse kick. This specific self-efficacy scale for the taekwondo roundhouse kick offers empirical information to coaches, sport psychologists and researchers that allow them to predict athletes’ sport performance in the roundhouse kick.

Gender Differences in the Causal Elements of Self-Efficacy on a High Avoidance Motor Task

1988 ◽  
Vol 10 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Deborah L. Feltz
Keyword(s):  
Heart Rate ◽  
Path Analysis ◽  
Self Efficacy ◽  
Motor Task ◽  
Reciprocal Relationship ◽  
Lower State ◽  
Subsequent Performance ◽  
Autonomic Perception ◽  
Males And Females ◽  
And Performance

This investigation contrasted path analysis models for 40 males and 40 females based on the predictions of Feltz's (1982) respecification model of Ban-dura' s (1977) self-efficacy theory in the approach/avoidance of two trials of a modified back dive. The hypothesized (respecified) model proposed that previous related experiences, self-efficacy, and heart rate predicted initial back-diving performance and that previous performance and self-efficacy predicted subsequent performance. The hypothesized model also proposed that self-efficacy mediates the influence of autonomic perception of arousal on performance. Results indicated that males had lower state anxiety and autonomic perception scores than females on the first trial. No differences occurred for back-diving performance, self-efficacy, or heart rate. Path analysis results indicated that the hypothesized model fit the data better for females than for males, though it left much unexplained variance for both males and females. Females showed a reciprocal relationship between self-efficacy and performance, whereas males showed a reciprocal relationship between autonomic perception and heart rate. Previous performance and self-efficacy were strong predictors of subsequent performance for both males and females.

Prescription for Education: Development, Evaluation, and Implementation of a Successful Interprofessional Education Program for Adults with Inflammatory Arthritis

2011 ◽  
Vol 38 (10) ◽  
pp. 2247-2257 ◽  
Author(s):  
CAROL A. KENNEDY ◽  
DORCAS E. BEATON ◽  
KELLY WARMINGTON ◽  
RACHEL SHUPAK ◽  
CAROLINE JONES ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Interprofessional Education ◽  
Inflammatory Arthritis ◽  
Primary Outcome ◽  
Care Delivery ◽  
Self Report ◽  
Control Group ◽  
Patient Feedback ◽  
Main Effect ◽  
Secondary Outcomes

Objective.To assess the feasibility of recruitment and standardize care delivery for an interprofessional program for inflammatory arthritis education (Prescription for Education, or RxEd), and to explore outcomes relevant to arthritis patient education.Methods.A patient-based needs assessment and ongoing patient feedback guided program development. An interprofessional team was involved in developing program content and delivering and adapting the program to patient needs. A quasiexperimental, waitlisted control with crossover design was used to evaluate the program. Data were collected at baseline, immediately following intervention, at 6 months (when the crossover control group received intervention), and at 1 year. Self-report measures included demographics, disorder-related data, Arthritis Self-efficacy Scale, arthritis knowledge, coping efficacy, and illness intrusiveness. Analysis included baseline comparisons and longitudinal trends; direct between-group comparison at 6 months; and generalized estimating equations (GEE) analysis to evaluate the main effect of the intervention on the primary outcome (arthritis self-efficacy) and secondary outcomes.Results.Program modifications based on patient input made recruitment possible. Forty-two persons participated (including 19 controls), with 93% followup at 1 year. Comparison of change shows moderate effect sizes (standardized effect size 0.5 to 0.7). GEE analysis showed significant main effect, before to after the program, in both groups for primary outcome (arthritis self-efficacy) and most secondary outcomes.Conclusion.Program feasibility was dependent on patient feedback. Our pilot study provides evidence that the RxEd program is feasible and improves arthritis self-efficacy and other outcomes.

scholarly journals Effects of Progressive Muscle Relaxation on Concentration and Performance Scores of 10m Shooters

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Novrizal Achmad Novan ◽  
Nandya Indriana Adha Irianto ◽  
Komarudin Komarudin ◽  
Patriana Nurmansyah Awwaludin
Keyword(s):  
Performance Test ◽  
Muscle Relaxation ◽  
Self Control ◽  
Progressive Muscle Relaxation ◽  
Control Group ◽  
Training Methods ◽  
Main Effect ◽  
Dependent Variables ◽  
The Difference ◽  
And Performance

Shooting skills are complex. Athletes often have to face a situation requiring one shot to get a perfect score and maintain concentration and the trigger pull. This study aimed to analyze the difference in progressive muscle relaxation (PMR) exercise on increasing concentration and performance scores of 10-meter shooting. A total of 12 athletes (seven female dan five males) in Purwakarta were recruited for this study. They were randomly assigned to the PMR group (n = 6) and the control group (n = 6). The instruments used were the Concentration Grid Test for measuring concentration and the scores of 60 shots of the 10-meter shooting of both men and women for a performance test. Data analysis using MANCOVA was performed using shooting and concentration scores as the dependent variables and covariates to determine their performance. They can be differentiated based on conventional training methods, progressive muscle relaxation, and the interaction of these factors. The results of the MANCOVA indicated a significant main effect for exercise methods. It was revealed that differences in exercise methods had a significant effect on concentration and shooting scores. When athletes face the demands of top performance, PMR training is an economical but efficient and effective strategy for dealing with the problems. It helps athletes to do the self-control and focus their attention during stressful situations. It also can be used to maintain physical, technical, and mental balances.

scholarly journals Effects of Self-Talk Training on Competitive Anxiety, Self-Efficacy, Volitional Skills, and Performance: An Intervention Study with Junior Sub-Elite Athletes

Sports ◽  
2019 ◽  
Vol 7 (6) ◽  
pp. 148 ◽  
Author(s):  
Nadja Walter ◽  
Lucie Nikoleizig ◽  
Dorothee Alfermann
Keyword(s):  
Self Efficacy ◽  
Elite Athletes ◽  
Control Group ◽  
Short Term ◽  
Competitive Anxiety ◽  
Positive Effects ◽  
Self Talk ◽  
And Performance ◽  
The Impact

(1) Background: Self-talk (ST) is used to influence athletes’ thoughts, feelings, and behaviors. Samples of squad and competitive athletes are underrepresented, although research has proven the positive effects of ST in the context of sports. Thus, the present study focused on the impact of ST on psychological and performance outcomes of junior sub-elite athletes. (2) Methods: N = 117 athletes (55 females, 62 males; M = 16.0 years) were randomly assigned to either one of two experimental groups or to a control group (n = 30). The experimental groups received an ST intervention for either one week (n = 36) or eight weeks (n = 38), and the control group received no ST training. The dependent variables (competitive anxiety, volitional skills, self-efficacy, and coaches’ performance ratings) were assessed three times before and after the intervention. It was expected that (a) an ST intervention would reduce the competitive anxiety and increase volitional skills, self-efficacy, and performance; and, (b) long-term training would lead to higher effects than short-term training. (3) Results: As expected, ST training led to (less) somatic state anxiety and (higher) state self-confidence, self-optimization, self-efficacy, and performance. Additionally, long-term training was more effective than short-term training. (4) Conclusions: Targeted ST interventions may help to improve junior athletes’ psychological states and performance.

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