scholarly journals Video Game Self-efficacy and its Effect on Training Performance

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Skilan A. Ortiz ◽  
Clint A. Bowers ◽  
Janis A. Cannon-Bowers
Keyword(s):  
Task Performance ◽  
Video Game ◽  
Self Efficacy ◽  
Serious Games ◽  
Declarative Knowledge ◽  
Traditional Methods ◽  
Training Performance ◽  
Efficacy Expectations ◽  
Effective Training ◽  
The Relationship

This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.

Analyzing Peer Pressure and Self-Efficacy Expectations Among Adolescents

2012 ◽  
Vol 40 (8) ◽  
pp. 1301-1309 ◽  
Author(s):  
Binnaz Kiran-Esen
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Peer Pressure ◽  
School Students ◽  
Social And Emotional ◽  
Efficacy Expectation ◽  
Efficacy Expectations ◽  
Pressure Scale ◽  
The Relationship ◽  
Academic Self Efficacy

The relationship between levels of peer pressure and self-efficacy expectations among adolescents was examined. The data were obtained from 546 high school students using the Self-efficacy Expectation Scale, developed by Muris (2001) and adapted into Turkish by Celikkaleli, Gündogdu, and Kıran-Esen (2006), and the Peer Pressure Scale (Kıran-Esen, 2003b). Although the findings showed significantly negative relationships between peer pressure and general and academic self-efficacy expectations in these adolescents, no relationships were found between peer pressure and social and emotional self-efficacy expectations. Moreover, general and academic self-efficacy expectations were higher in adolescents who were experiencing low levels of peer pressure than in adolescents with moderate and high levels of general and academic self-efficacy. However, no significant differences were observed in terms of social and emotional self-efficacy expectations.

Efficacy Expectations, Training Performance, and Competitive Performance in Women's Artistic Gymnastics

1986 ◽  
Vol 3 (2) ◽  
pp. 100-104
Author(s):  
Christina Lee
Keyword(s):  
Self Efficacy ◽  
Skill Level ◽  
Competitive Performance ◽  
Accurate Predictor ◽  
Training Performance ◽  
Efficacy Expectations ◽  
Efficacy Measures

This paper reports on a study examining the relationships between self-efficacy, training performance, and competitive performance in women's artistic gymnastics. Data were collected during normal training sessions from 16 female competitive gymnasts. Efficacy expectations were somewhat more accurate than were previous competition scores in predicting competitive performance, although training performance was the most accurate predictor. The tracking of performance and efficacy for six gymnasts during the weeks prior to a major competition illustrated the development and interaction of skill level and efficacy expectations. Efficacy measures may provide information on gymnasts' states of readiness for competition, and can be assessed without interfering with normal training.

scholarly journals Strategic elements of residency training in China: transactional leadership, self-efficacy, and employee-orientation culture

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Guangwei Deng ◽  
Di Zhao ◽  
Jonathan Lio ◽  
Xinyu Chen ◽  
Xiaopeng Ma ◽  
...  
Keyword(s):  
Transactional Leadership ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Public Hospitals ◽  
Mediating Effect ◽  
The Self ◽  
Clinical Teachers ◽  
Training Performance ◽  
Employee Orientation ◽  
The Relationship

Abstract Background The standardized training of resident physicians in China is significant and robust. During the training, clinical teachers act as leaders. The training taking place in public hospitals requires a transactional leadership style (TLS), but existing research studies seldom analyze how to promote residents’ performance from this perspective. Methods Two hundred and ninety six new residents undertaking standardized training were recruited from five tertiary hospitals in two provinces of China. Hierarchical moderated and mediated regression analyses were used to test the hypotheses. The hypotheses include that TLS is positively related to the training performance; mediating effect of self-efficacy and moderating effect of employee-orientation organizational culture (EOC) are significant. Results (1) Two kinds of teachers’ TLS, punishment and reward, have significant positive influence on residents’ performance. (2) Self-efficacy of residents partly mediates the positive relationship. (3) EOC moderates the relationship between the punitive behavior of clinical teachers with TLS and the self-efficacy of the residents. Conclusions Empirical evidence has shown the positive relationship between teachers’ TLS and residents’ performance outcomes in China. Teachers can enhance training performance by promoting self-efficacy of residents. This study also advances our understanding of EOC by examining the demonstrated moderating effects of cultural background in the relationship between teachers’ TLS and the self-efficacy of residents.

The Effects of Fully and Partially In-Game Guidance on Players' Declarative and Procedural Knowledge With a Disaster Preparedness Serious Game

2020 ◽  
Vol 12 (4) ◽  
pp. 23-37
Author(s):  
Ting Zhou ◽  
Christian S. Loh
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Disaster Preparedness ◽  
Serious Games ◽  
Procedural Knowledge ◽  
Declarative Knowledge ◽  
Serious Game ◽  
Moderator Effect ◽  
Interaction Term ◽  
The Relationship

Studies suggest that serious games are useful tools for disaster preparedness training, but few have examined if instructional factors differentially affect the learning outcomes. This study investigated the effects of players' gaming frequency, prior knowledge, and in-game guidance received on their declarative and procedural knowledge in a disaster preparedness serious game. Findings showed that gaming frequency was not a significant predictor for learning outcomes. By contrast, players' prior knowledge, the types of in-game guidance received, and the interaction between the two were all significant predictors for the acquisition of declarative knowledge and development of procedural knowledge. The interaction term revealed a moderator effect, indicating that the relationship between a player's prior knowledge and learning outcomes was affected by the type of in-game (full or partial) guidance received.

Workplace Arrogance and Job Performance

2018 ◽  
pp. 83-116
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Job Performance ◽  
Task Performance ◽  
Self Efficacy ◽  
Theoretical Study ◽  
Contextual Performance ◽  
Two Dimensions ◽  
Theoretical Contribution ◽  
The Relationship

This chapter is an attempt to clarify the relationship between workplace arrogance and job performance. Thus, the authors focus and define a set of four fundamental concepts—task performance, contextual performance, social support, and self-efficacy—in order to examine and explore this relationship. Hence, the main result of this theoretical study is that workplace arrogance is negatively related to job performance. Although this finding could be considered as a theoretical contribution, more studies are requested to investigate the specific relationship between workplace arrogance and job satisfaction with its two dimensions: task and contextual factors.

EFFECTS OF TRAINING ON SELF-EFFICACY, EXPECTATIONS, AND TASK PERFORMANCE DURING SKILL ACQUISITION.

1993 ◽  
Vol 1993 (1) ◽  
pp. 106-110
Author(s):  
Jane George-Falvy ◽  
Terence R. Mitchell ◽  
Denise Daniels ◽  
Heidi Hopper
Keyword(s):  
Task Performance ◽  
Skill Acquisition ◽  
Self Efficacy ◽  
Efficacy Expectations ◽  
And Task

scholarly journals The Role of Enjoyment in a Serious Game for Binge Drinking Prevention: Pretest-Posttest Quasi-Experimental Study

10.2196/21652 ◽  
2020 ◽  
Vol 22 (11) ◽  
pp. e21652
Author(s):  
Traci Hong ◽  
Joshua Cabrera ◽  
Christopher E Beaudoin
Keyword(s):  
Binge Drinking ◽  
Conceptual Model ◽  
Video Game ◽  
Self Efficacy ◽  
Serious Games ◽  
Structural Equation ◽  
Equation Model ◽  
Serious Game ◽  
Risky Alcohol ◽  
Quasi Experimental

Background Although binge drinking peaks at age 21 to 25 years, there is limited research on the effects of serious games in this population, as well as on the process by which playing serious games impacts alcohol-related outcomes. Designed with both health behavioral theory and game theory, One Shot is an online serious game that aims to prevent binge drinking. Objective This study utilized a conceptual model for serious video game processes. Using One Shot, the model assessed the following process stages: (1) Alcohol Use Disorders Identification Test-Concise (AUDIT-C); (2) in-game factors of game time and risky alcohol decisions; (3) game enjoyment; and (4) postgame outcomes of intention to drink less and drinking refusal self-efficacy. Methods In a one-group pretest-posttest quasi-experimental design, a sample (N=550) of young adults (age 21-25 years) who reported recent binge drinking played the One Shot game. Intention to drink less and drinking refusal self-efficacy were measured at pregame and postgame, with their effects lagged in statistical analysis. Participants were presented with various scenarios in the game that pertained to risky alcohol decisions, which, along with game time, were unobtrusively recorded by the server. A structural equation model (SEM) was used to test the conceptual model, with assessments made to determine if enjoyment mediated the effects of game time and risky alcohol decisions on the 2 postgame alcohol-related outcomes. Results A well-fitting SEM demonstrated support for the multistep model, with AUDIT-C predicting risky alcohol decisions (β=.30). Risky alcohol decisions (β=−.22) and game time (β=.18) predicted enjoyment, which, in turn, predicted intention to drink less (β=.21) and drinking refusal self-efficacy (β=.16). Enjoyment significantly (P<.001) mediated the effects of game time and risky alcohol decision on intention to drink less and drinking refusal self-efficacy. Conclusions The results support a conceptual model in which staggered individual and in-game factors influence alcohol-related outcomes. Enjoyment is important for participants’ intentions to drink less and beliefs that they can refuse alcohol.

Efficacy Expectations and Perceptions of Causality in Motor Performance

1987 ◽  
Vol 9 (4) ◽  
pp. 385-393 ◽  
Author(s):  
Terry Duncan ◽  
Edward McAuley
Keyword(s):  
Self Efficacy ◽  
Motor Task ◽  
Preliminary Evidence ◽  
Natural Environments ◽  
Competitive Sport ◽  
Motor Tasks ◽  
Causal Explanations ◽  
Subsequent Performance ◽  
Efficacy Expectations ◽  
The Relationship

Bandura (1977) has proposed self-efficacy as a common cognitive mechanism accounting for the effects of various psychological processes on performance. Although recent studies have provided preliminary evidence for the relationship between self-efficacy and subsequent performance on competitive motor tasks, little has been done to examine the relationship between self-efficacy and the cognitive appraisal of competitive sport information. The purpose of this study was to determine if a relationship exists between personal self-efficacy and the causal explanations given for performance in a competitive sport setting. Subjects were manipulated into high and low efficacy groups, engaged in a competitive motor task against an opponent, and then gave causal attributions for outcome. Multivariate analyses did not reveal any significant differences between high and low efficacy groups' causal explanations for outcome. However, winners made more stable and controllable attributions than did losers. The results are discussed in terms of the possible perception of lack of responsibility for outcomes that do not occur in natural environments, consequently eliminating the need for causal ascriptions.

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