Effects of Self-Modeling on Self-Efficacy and Balance Beam Performance

1993 ◽  
Vol 77 (3) ◽  
pp. 907-913 ◽  
Author(s):  
Mary L. Winfrey ◽  
Douglas L. Weeks
Keyword(s):  
Self Efficacy ◽  
Instructional Program ◽  
The Self ◽  
Control Group ◽  
Balance Beam ◽  
Actual Performance ◽  
Modeling Group ◽  
And Performance ◽  
Female Gymnasts ◽  
Group Self

The purpose of this investigation was to assess the effect of self-modeling on self-efficacy and performance of balance beam routines. Subjects were intermediate-level female gymnasts who were randomly assigned to one of two groups, a self-modeling or a control group. For the self-modeling group, self-modeling videotapes were made of each subject performing her balance beam routine. During a 6-wk. period, self-modeling group subjects viewed the videotape of themselves three times a week prior to practice. During this time, the control group and self-modeling group participated in their normal instructional program. All subjects completed self-efficacy inventories and balance beam skill tests at four intervals, a pretest, a 2-wk. test, a 4-wk. test, and a 6-wk. posttest. Although no significant differences in ratings of self-efficacy or balance beam performance between the groups were found, the correlation between subjects' self-rated performance scores and actual performance scores for the self-modeling group was significant ( r = .92). This correlation was not significant for the control group ( r = .02). This significant correlation suggests that self-modeling may enhance performers' ability to assess their own performance realistically, improving their understanding and use of instructional feedback to enhance 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.

Effect of Nursing Measures Based on Self-Efficacy Theory on State Self-Esteem of Breast Cancer Patients

2021 ◽  
Vol 7 (6) ◽  
pp. 6469-6476
Author(s):  
Li Qiu ◽  
Hongli Wang ◽  
Yuan Yuan ◽  
Ying Wang ◽  
Ping Yu
Keyword(s):  
Breast Cancer ◽  
Cancer Patients ◽  
Self Efficacy ◽  
Self Esteem ◽  
The Self ◽  
Control Group ◽  
Observation Group ◽  
Breast Cancer Patients ◽  
Functional Exercise ◽  
The Difference

To analyze the effect of nursing measures based on self-efficacy theory on the state self-esteem of breast cancer patients. 110 breast cancer patients who were treated in our hospital from October 2018 to October 2019 were randomly divided into control group and observation group. The control group was given routine nursing measures, and the observation group was given nursing measures under the guidance of self-efficacy theory. Before operation, 1 week after operation and 3 months after operation, the general data of the two groups before and after treatment were recorded. The self-efficacy level and self-esteem level of the patients before and after treatment were assessed by the self-efficacy scale (GSEs) and state self-esteem scale (SSEs). The compliance of functional exercise and shoulder joint activity (ROM) of the two groups were compared, and the physical status of the two groups were analyzed. To analyze the effect of nursing measures based on self-efficacy theory on the state self-esteem of breast cancer patients. The GSEs score of the two groups increased with the time, and there was no significant difference between the two groups before operation (P > 0.05). After 1 week and 3 months, the GSEs score of the observation group was significantly higher than that of the control group (P < 0.05). The compliance evaluation table of functional exercise in the two groups increased with the time, and the compliance evaluation table of functional exercise in the observation group was significantly higher than that in the control group, the difference was statistically significant (P < 0.05). ROM of the two groups increased with time, and ROM of the observation group was significantly better than that of the control group, the difference was statistically significant (P < 0.05). The self-esteem level of the two groups increased with time, and the self-esteem level of the observation group was significantly higherthan that of the control group, the difference was statistically significant (P <0.05). The nursing measures under tne guidance of self-efficacy theory can help patients to complete functionalexercise, improve theirquality of life, improve their self-esteem level, a nd can be widely used in clinical practice.

Application of 3D Modeling and Fusion Technology of Medical Image Data in Image Teaching

2020 ◽  
Author(s):  
Quan Yuan ◽  
Xiaomei Chen ◽  
Jian Zhai ◽  
Yadi Chen ◽  
Qingxiang Liu ◽  
...  
Keyword(s):  
Medical Imaging ◽  
Self Efficacy ◽  
Assessment System ◽  
The Self ◽  
Learning Ability ◽  
Control Group ◽  
Learning Behavior ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning

Abstract Backgroundwe combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students. MethodsA total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.ResultsCompare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group.Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups , while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant . ConclusionsThe modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

Shared Leadership and Team Performance

2019 ◽  
pp. 311-325
Author(s):  
Ana Martins ◽  
Isabel Martins
Keyword(s):  
Problem Solving ◽  
Organizational Performance ◽  
Self Efficacy ◽  
Shared Leadership ◽  
Positive Impact ◽  
Employee Performance ◽  
The Self ◽  
Social And Emotional ◽  
And Performance ◽  
Team Trust

This chapter contributes to the existing evidence on the constructs of shared leadership, social, and emotional capitals to demonstrate their significant galvanizing effect on team and organizational performance through trust. This study aimed to ascertain how leadership self-efficacy might influence shared leadership team, trust, and performance in this IT Company. Managers with self-reported ratings for the self-efficacy attributes cluster of leadership demonstrate greater probability of improving both perceived and actual employee performance. The emerging results concur with the aforementioned premise because these appear to emphasize the leadership self-efficacy attributes cluster of problem solving. These results may have a positive impact on the team and organizational performance as a whole.

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.

Modeling and Self-Efficacy: A Test of Bandura's Model

1985 ◽  
Vol 7 (3) ◽  
pp. 283-295 ◽  
Author(s):  
Edward McAuley
Keyword(s):  
Undergraduate Students ◽  
Skill Acquisition ◽  
Self Efficacy ◽  
Small Sample Size ◽  
Performance Measure ◽  
Small Sample ◽  
Anxiety Reduction ◽  
Control Group ◽  
Reduction Model ◽  
Modeling Group

Female undergraduate students (N - 39) were assigned to one of three conditions: aided participant modeling (APM), unaided participant modeling (UPM), or a control group followed by practice trials of a gymnastic skill. Subjects in both modeling groups reported higher self-efficacy expectations and lower anxiety ratings than the control group following treatment. The aided participant modeling group scored higher on the performance measure than did the unaided participant modeling group, and both modeling groups scored higher than the control group. Path analytic techniques were employed to test the fit of the data to Bandura's (1977a) self-efficacy model and an anxiety reduction model. Self-efficacy was a significant predictor of skill performance, but the anxiety-performance path was nonsignificant. Although Bandura's model did not fully explain the fit of the data to the fully recursive model, it proved to be a more parsimonious explanation of behavior change than was the anxiety reduction model. Despite the limitations imposed on the data by the small sample size, the present study suggests that self-efficacy is an influential determinant of motor skill acquisition.

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.

You Gave Me a B- ?! Self-Efficacy, Implicit Theories, and Student Reactions to Grades

2018 ◽  
Vol 42 (2) ◽  
pp. 149-156
Author(s):  
David S. Ackerman ◽  
Barbara L. Gross
Keyword(s):  
Regression Analysis ◽  
Self Efficacy ◽  
Implicit Theories ◽  
Academic Ability ◽  
The Self ◽  
Implicit Theory ◽  
High Grade ◽  
Performance Levels ◽  
Student Reactions ◽  
And Performance

Student reactions to grades can be unpredictable. Students may complain about grades, sometimes angrily, even when they receive a moderately high grade. This study looks at beliefs about the self as predictors of students’ reactions to an average grade received on a hypothetical assignment. It examines the effect of a student’s self-efficacy with regard to ability and performance on assignments, and the effect of a student’s implicit theory, whether the student holds a more fixed view or a more malleable view of academic ability and performance. Levels of self-efficacy (low to high) and implicit theories (more malleable view of abilities to more fixed views of abilities) are varied, with cumulative GPA included as well in regression analysis. Results show that a malleable view of abilities leads not only to lower levels of overall satisfaction with a grade but also less anger and likely influences students to strive to improve. Self-efficacy regarding the course has less of an impact than implicit theories about abilities, but students with higher overall GPAs liked the instructor less.

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.

scholarly journals THE EFFECT OF QUANTUM LEARNING ASSISTED BY AUDIO VISUAL ON THE SELF EFFICACY OF FIFTH GRADE STUDENTS

2020 ◽  
Vol 4 (4) ◽  
pp. 792
Author(s):  
Ni Luh Ayu Nita Darmayanti ◽  
I Gusti Ayu Tri Agustiana ◽  
Adrianus I wayan Ilia Yuda Sukmana
Keyword(s):  
Social Studies ◽  
Self Efficacy ◽  
Visual Media ◽  
The Self ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
Quantum Learning ◽  
Grade 5 ◽  
Academic Year

This study aims to determine the effect of the quantum learning model assisted by audio visual media on the self efficacy of fifth grade student in social studies subject in Elementary School at Gugus III Tembuku, Bangli in the academic year 2019/2020. This research was a quasi experimental study with a nonequivalent posttest only control grup design. The populations in this study were all fifth grade students of Gugus III Tembuku, Bangli in the academic year 2019/2020 with 186 students. The research sample consisted of 34 students in grade 5 of SD Negeri 5 Yangapi as an experimental grup and fifth grade students of SD Negeri 1 Yangapi as a control group with 26 students. This research used data collection methods with non test techniques. The non-test technique used was a questionnaire to look for self-efficacy data for fifth grade students in social studies subjects. The data of this study were analyzed with descriptive analysis techniques and inferential statistics (t-test). The average acquisition of the experimental group questionnaire was 98, while the average results of the control group questionnaire was 89, 96. Based on the significance level of 5% and dk = 58, it was obtained ttable = 2.001 while the value of tcount = 4.935. So tcount> ttable which proved that H0 is rejected and H1 was accepted. Thus, it can be concluded that there was an influence of the quantum learning model assisted by audio visual media on the self efficacy of Grade 5 students in Social Sciences of Elementary School Gugus III Tembuku, Bangli in the academic year 2019/2020.

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