Investigating the Functions of Self-Talk: The Effects of Motivational Self-Talk on Self-Efficacy and Performance in Young Tennis Players

2008 ◽  
Vol 22 (4) ◽  
pp. 458-471 ◽  
Author(s):  
Antonis Hatzigeorgiadis ◽  
Nikos Zourbanos ◽  
Christos Goltsios ◽  
Yannis Theodorakis
Keyword(s):  
Self Efficacy ◽  
Mixed Model ◽  
Control Group ◽  
Significant Group ◽  
Tennis Players ◽  
Self Talk ◽  
And Performance ◽  
Viable Mechanism ◽  
Experimental Group

The purpose of the current study was to examine the effects of motivational self-talk on self-efficacy and performance. Participants were 46 young tennis players (mean age 13.26, SD 1.96 years). The experiment was completed in five sessions. In the first session, participants performed a forehand drive task. Subsequently, they were divided into an experimental and a control group. Both groups followed the same training protocol for three sessions, with the experimental group practicing self-talk. In the final session, participants repeated the forehand drive task, with participants in the experimental group using motivational self-talk. Mixed model ANOVAs revealed significant group by time interactions for self-efficacy (p < .05) and performance (p < .01). Follow-up comparisons showed that self-efficacy and performance of the experimental group increased significantly (p < .01), whereas self-efficacy and performance of the control group had no significant changes. Furthermore, correlation analysis showed that increases in self-efficacy were positively related to increases in performance (p < .05). The results of the study suggest that increases in self-efficacy may be a viable mechanism explaining the facilitating effects of self-talk on performance.

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 Effects of Massage Therapy on the Development of Babies Born with Down Syndrome

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Elena Pinero-Pinto ◽  
María-Luisa Benítez-Lugo ◽  
Raquel Chillón-Martínez ◽  
Manuel Rebollo-Salas ◽  
Lorena-María Bellido-Fernández ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Mixed Model ◽  
Massage Therapy ◽  
Psychomotor Development ◽  
Control Group ◽  
Short Term ◽  
Infant Massage ◽  
Significant Group ◽  
Developmental Age ◽  
Experimental Group

Objective. To determine the short-term effects of infant massage on the development of Down syndrome babies. Materials and Methods. The study compared two groups (intervention and control), each with 16 babies with Down syndrome between 4 and 8 months old. The variables developmental age and developmental quotient were measured at two distinct time points, at pretest and after 5 weeks, using the Brunet-Lézine Early Childhood Psychomotor Development revised scale. This scale measures the variables of age and development quotient in a partial way (motor, visual-motor coordination, language, and social development) and in a global way. The experimental group received infant massage, applied by the parents, during these 5 weeks, every day for at least 10 minutes. The massage protocol was based on the methodology created by Vimala McClure. The control group received it after 5 weeks. Results. All developmental variables were improved in the experimental group but not in the control group. There were significant differences in developmental age between the two groups, and this outcome was better in the experimental group (p<0.001). The 2-by-2 mixed-model analysis of variance indicates a statistically significant group-by-time interaction for all development quotients, both partial and global (p<0.001), which was significantly higher in the experimental group than in the control group. Conclusion. Infant massage therapy improves the development of babies with Down syndrome in the short term.

I Will Use Declarative Self-Talk . . . or Will I? Replication, Extension, and Meta-Analyses

2018 ◽  
Vol 32 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Judy L. Van Raalte ◽  
Allen E. Cornelius ◽  
Elizabeth M. Mullin ◽  
Britton W. Brewer ◽  
Erika D. Van Dyke ◽  
...  
Keyword(s):  
Perceived Exertion ◽  
The Self ◽  
Group Differences ◽  
Control Group ◽  
Significant Group ◽  
Self Talk ◽  
Outcome Differences ◽  
And Performance ◽  
Meta Analyses ◽  
And Control

A series of studies was conducted by Senay et al. in 2010 to replicate and extend research indicating that self-posed questions have performance benefits. Studies 1–3 compared the effects of the self-posed interrogative question (“Will I?”) to declarative (“I will”) and control self-talk, and found no significant group differences in motivation, perceived exertion, or performance. In Studies 4–5, interrogative, declarative, and control self-talk primes were compared, and no outcome differences were found. In Study 6, the effects of self-talk on motivation, perceived exertion, and physical performance were assessed. The self-talk groups performed better and were more motivated than the control group, but declarative and interrogative groups did not differ from each other. Finally, meta-analyses of the six studies indicated no significant differences among conditions. These results highlight the value of replication and suggest that factors other than grammatical form of self-posed questions may drive the demonstrated relationships between self-talk and performance.

scholarly journals The Effectiveness of the Dealing with Homophobia Psycho-Education Program on Psychological Counselor Candidates

2020 ◽  
Vol 10 (3) ◽  
pp. 1
Author(s):  
Meryem Vural-Batık
Keyword(s):  
Education Program ◽  
Repeated Measures ◽  
Mixed Model ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Quantitative And Qualitative Methods ◽  
Experimental Group

The aim of this research is to investigate the effect of the Dealing with Homophobia Psycho-Education Program on homophobia levels of psychological counselor candidates. This research was conducted with a mixed model and utilized quantitative and qualitative methods. 2 (experimental and control groups) x 3 (pre-test, post-test, follow-up) research design which is a type of quasi-experimental design was used and content analysis was applied to the data obtained via interviews. The study was conducted with a total of 24 psychological counselor candidates, 12 in the experimental group and, 12 in the control group. The Homophobia Scale was used to determine the homophobia levels of psychological counselor candidates. The Dealing with Homophobia Psycho-Education Program was developed by the researcher. In order to determine the effectiveness of the program, The Two-Way Analysis of Variance with Repeated Measures was used. As a result of the research, it was determined that the Dealing with Homophobia Psycho-Education Program is effective in decreasing the levels of homophobia of the psychological counselor candidates. Also, according to the participant&#39;s views, it was determined that the psycho-education program was effective in decreasing homophobia and caused changes in attitudes. The importance and necessity of using the program on psychological counselor education are discussed.

scholarly journals Improving Flunked English Majors Performance through Enhancing Students' Perception of Self-Efficacy and Outcome Expectancy at Shaqra University

2020 ◽  
Vol 13 (9) ◽  
pp. 83
Author(s):  
Samah Ahmed Mohammed Elborolosy ◽  
Aziza Abdullah Abdulaziz Al Thenyan
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Outcome Expectancy ◽  
Control Group ◽  
Regular Method ◽  
English Majors ◽  
English Major ◽  
Perception Of Self ◽  
Experimental Group

Teachers have to support flunked English majors emotionally, academically and use creative methods to improve their academic performance. The present research examined the effect of self-efficacy and outcomes expectancy on improving the performance of flunking English majors at Shaqra&rsquo; University. The instruments required for the research were a follow-up interview, pre-posttests and a questionnaire of self-efficacy and outcomes expectancy. The sample size was thirty of flunking English major students. The research compared eight techniques to enhance self-efficacy and outcomes expectancy to regular method. To test the hypotheses, data were collected and statistically analyzed. The results showed that there was no significance difference between the control group and experimental related to regular method in the pre-tests, whereas there was a difference in the post-tests in favor of the experimental group attributed to the treatment. The findings of the questionnaire proved that students&#39; perception of self-efficacy and outcome expectancy were crucial to enhance students&#39; academic performance. The research suggested further investigations to examine the effect of self-efficacy and outcome expectancy on enhancing language oral and written skills.

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.

Enhancing Performance and Skill Acquisition in Novice Basketball Players with Instructional Self-Talk

2002 ◽  
Vol 16 (4) ◽  
pp. 368-383 ◽  
Author(s):  
Stefanos Perkos ◽  
Yannis Theodorakis ◽  
Stiliani Chroni
Keyword(s):  
Skill Acquisition ◽  
Repeated Measures ◽  
Performance Enhancement ◽  
Control Group ◽  
Basketball Players ◽  
Self Talk ◽  
Passing Scores ◽  
And Performance ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of instructional self-talk on acquiring and performing three basketball skills (dribbling, passing, and shooting). Sixty-two young, novice players were organized into two groups. The experimental group accompanied the practice of three specific drills with self-talk. The control group performed the same drills traditionally. Six assessment sessions were completed. Repeated measures MANOVAs showed that experimental group participants performed better than their control group counterparts when dribbling and passing. Experimental group participants and their coaches reported using self-talk more when passing and dribbling and less when shooting. In addition, experimental group participants achieved significantly better dribbling and passing scores (p < .05) between assessment sessions. These results support instructional self-talk as an effective tool for skill acquisition and performance enhancement of skills low in complexity.

scholarly journals Scapular Upward-Rotation Deficits After Acute Fatigue in Tennis Players

2016 ◽  
Vol 51 (6) ◽  
pp. 474-479 ◽  
Author(s):  
R. Lyndsey Rich ◽  
Aaron H. Struminger ◽  
W. Steven Tucker ◽  
Barry A. Munkasy ◽  
A. Barry Joyner ◽  
...  
Keyword(s):  
Perceived Exertion ◽  
Mixed Model ◽  
Controlled Clinical Trial ◽  
Shoulder Injury ◽  
Significant Group ◽  
Tennis Players ◽  
Change Scores ◽  
Overhead Athletes ◽  
Fatigue Protocol ◽  
Experimental Group

Context: Fatigue in overhead athletes reduces shoulder muscular contraction and proprioception. These deficits may lead to alterations in scapular upward rotation, which is associated with multiple chronic shoulder conditions prevalent in tennis players.Objective: To identify the effect of a functional fatigue protocol on scapular upward rotation in collegiate male tennis players.Design: Randomized controlled clinical trial.Setting: Research laboratory.Patients or Other Participants: Twenty healthy male tennis players with no history of shoulder injury completed this study. Participants were divided into 2 groups, experimental (age = 19.4 ± 1.1 years, height = 180.1 ± 8.9 cm, weight = 72.7 ± 11.6 kg) and control (age = 19.6 ± 1.2 years, height = 181.1 ± 6.6 cm, weight = 81.6 ± 13.5 kg).Intervention(s): Participants in the experimental group performed a tennis-serving protocol until the onset of fatigue. Fatigue was defined as a participant reporting a rating of 15 on the Borg Scale of Perceived Exertion and reaching a heart rate of 70% of maximum. Instead of completing the fatigue protocol, control participants rested for an interval time matched to the experimental group.Main Outcome Measure(s): Scapular upward rotation of the dominant arm was measured at rest and at 60°, 90°, and 120° of glenohumeral elevation in the scapular plane. Upward-rotation measurements were taken prefatigue, postfatigue, and at 24, 48, and 72 hours postexercise. Scapular upward-rotation values were calculated as change scores from baseline and analyzed using a 2 × 4 mixed-model analysis of variance.Results: Significant group-by-time interaction effects were found in postfatigue change scores. The experimental group displayed scapular upward-rotation deficits at all testing positions postfatigue (rest: −2.1° ± 1.4°, 60°: −2.2° ± 2.2°, 90°: −3.2° ± 2.1°, 120°: −4.0° ± 1.3°). No differences were observed at 24, 48, or 72 hours after the fatigue protocol.Conclusions: Fatigue impaired scapular upward rotation in male tennis players, but values returned to baseline within 24 hours. Clinicians should monitor scapular upward rotation in tennis players returning to competition within a day after heavy serving activity.

scholarly journals Evaluation of Online Palliative Care Training for Certified Nursing Assistants

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 521-521
Author(s):  
Jinsook Kim ◽  
Jennifer Gray
Keyword(s):  
Palliative Care ◽  
Self Efficacy ◽  
Nursing Assistants ◽  
Control Group ◽  
Certified Nursing Assistants ◽  
Comfort Care ◽  
Significant Difference ◽  
Care Training ◽  
Experimental Group

Abstract Palliative care for older adults is increasingly needed due to a burgeoning older adult population. Certified nursing assistants (CNAs) in skilled nursing facilities (SNFs) provide assistance with activities of daily living and comfort care. There, however, is a significant gap in evaluated palliative care trainings for CNAs. We used a waitlisted control group design to evaluate the effectiveness of an 8-module online palliative care training. CNAs (n=102) from 6 SNFs were randomly assigned to an experimental (n=51) and a control group (n=51) and completed a baseline evaluation. The experimental group took a posttest about palliative care knowledge upon training completion and a 1-month follow-up assessment about palliative care self-efficacy. The control group completed the assessments at the same time as the experimental group prior to receiving the training. The majority of the participants were female (92%). On average, participants were 31 years old, with 6.5 years tenure in the field. The retention rate was 90% at the posttest (n=92) and 82% at the 1-month follow-up (n=84). Palliative care knowledge (scored 0–100) significantly increased in the experimental group (mean 4.1, p &lt; 05), with no significant change in the control group. Palliative care self-efficacy (scored 20-100) significantly improved from the baseline to follow-up in both groups (mean 4.3 and 5.8 respectively, p &lt; 05) with no significant difference between study groups. The results indicate the effectiveness of an online palliative care training to improve CNA knowledge. Improvement in palliative care self-efficacy regardless of training participation warrants further exploration.

scholarly journals EFEKTIVITAS PELATIHAN EFIKASI DIRI DALAM MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA

2015 ◽  
Vol 1 (1) ◽  
pp. 01
Author(s):  
Isnaini Oktaverina ◽  
H. Fuad Nashori
Keyword(s):  
Qualitative Analysis ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
The Self ◽  
Learning Motivation ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group

This research aimed to determine the effect of self efficacy training on students mathematics learning motivation. Subject in this research were 25 students of class IX SMP N "X" Sleman Yogyakarta, which are divided into 13 students as the experimental group and 12 students as the control group. The data was collected using a scale of mathematics motivation to learn and scale of self efficacy. The research design used was pre post control group design. Analysis of the study were quantitative and qualitative analysis. Quantitative analysis using the Mann – Whitney test to determine mathematics learning motivation after the self efficacy training given. The qualitative analysis was done based on observation, interviews and worksheets. The results of the research were used pre-test and post-test, showed that there was increased mathematics learning motivation after training given by the value of Z = -3.740 dan p = 0,000 (p < 0,05). In the pre-test and follow-up, showed that there was increased mathematics learning motivation after two weeks of training given by the value of Z = 1.989 dan p = 0,047 (p < 0,05). The conclusion of this research is the self efficacy training can increased students mathematics learning motivation class IX SMP N "X".

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