The Effects of Motivational Self-Talk on Self-Efficacy and Performance in Novice Undergraduate Students

The study investigated the impact of varying combinations of facilitative and debilitative imagery and self-talk (ST) on self-efficacy and performance of a dart-throwing task. Participants (N = 95) were allocated to 1 of 5 groups: (a) facilitative imagery/facilitative ST, (b) facilitative imagery/debilitative ST, (c) debilitative imagery/facilitative ST, (d) debilitative imagery/debilitative ST, or (e) control. Mixed-design ANOVAs revealed that performance, but not self-efficacy, changed over time as a function of the assigned experimental condition. Participants in the debilitative imagery/debilitative ST condition worsened their performance, and participants in the facilitative imagery/facilitative ST condition achieved better scores. These findings demonstrate that a combination of facilitative imagery and ST can enhance performance whereas debilitative imagery and ST can hamper it.

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

Sports ◽

10.3390/sports7060148 ◽

2019 ◽

Vol 7 (6) ◽

pp. 148 ◽

Cited By ~ 5

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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Math self-efficacy, not emotional self-efficacy, mediates the math anxiety-performance relationship in undergraduate students

Cognition Brain Behavior An Interdisciplinary Journal ◽

10.24193/cbb.2020.24.20 ◽

2020 ◽

Vol 24 (4) ◽

pp. 379-394

Author(s):

James J Palestro ◽

Molly M. Jameson

Keyword(s):

Undergraduate Students ◽

Indirect Effects ◽

Self Efficacy ◽

Emotional Regulation ◽

Math Anxiety ◽

Self Report ◽

Midwest United States ◽

Standardized Measure ◽

And Performance

A clear inverse relationship exists between efficacy and anxiety and anxiety and performance in mathematics. However, efficacy is domain- and task-specific, so the role that specific types of efficacy play in the anxiety-performance relationship is less clear. Emotional self-efficacy moderates this relationship in children, but research has not yet examined its role with math anxiety and performance in undergraduate students who have more developed emotional regulation. Further, understanding the role of self-efficacy for different tasks (i.e., efficacy for math versus for emotion regulation) is important to understanding math anxiety and how to intervene for math anxious individuals. Therefore, the purpose of the current study was to explore the moderating and/or mediating role of both math self-efficacy and emotional self-efficacy in undergraduate students using indirect effects analyses. One hundred and fifteen students at a mid-sized state university in the Midwest United States completed self-report measures of emotional self-efficacy, math self-efficacy, and math anxiety before completing a standardized measure of math performance. Results of indirect effects analyses determined that math self-efficacy had an indirect effect on the anxiety-performance relationship while emotional self-efficacy had neither indirect nor moderating effects on the math anxiety-performance relationship.

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Expectations and Performance: An Empirical Test of Bandura's Self-efficacy Theory

Journal of Sport Psychology ◽

10.1123/jsp.1.4.320 ◽

1979 ◽

Vol 1 (4) ◽

pp. 320-331 ◽

Cited By ~ 135

Author(s):

Robert Weinberg ◽

Daniel Gould ◽

Allen Jackson

Keyword(s):

Learned Helplessness ◽

Self Efficacy ◽

Sex Role ◽

Empirical Test ◽

Cognitive States ◽

Efficacy Trials ◽

Self Talk ◽

Sex Role Socialization ◽

The Face ◽

And Performance

The present investigation was designed to test the predictions of Bandura's (1977) theory of self-efficacy in a competitive, motor-performance situation. Subjects (30 males and 30 females) were randomly assigned to either a high or low self-efficacy condition in a 2 × 2 × 2 (sex × self-efficacy × trials) factorial design. Self-efficacy was manipulated by having subjects compete against a confederate on a muscular leg-endurance task where the confederate was said to be either a varsity ;rack athlete who exhibited higher performance on a related task (low self-efficacy) or an individual who had a knee injury and exhibited poorer performance on a related task (high self-efficacy). Because self-efficacy theory predicts that expectation-performance differences are maximized in the face of obstacles and aversive consequences, the experiment was rigged so that subjects lost in competition to the confederate on both trials. The results supported self-efficacy predictions with the high self-efficacy subjects extending their legs significantly longer than low self-efficacy subjects. Moreover, after failing on the first trial, high self-efficacy subjects extended their legs for a longer time than low self-efficacy subjects on the second trial. A postexperimental questionnaire revealed significant differences in cognitive states (e.g., expectations, attributions, self-talk) between high and low self-efficacy subjects, as well as between males and females. Results are discussed in terms of learned helplessness and differing patterns of sex-role socialization.

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

The Sport Psychologist ◽

10.1123/tsp.22.4.458 ◽

2008 ◽

Vol 22 (4) ◽

pp. 458-471 ◽

Cited By ~ 47

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.

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Factors Affecting Students’ Self-Efficacy Beliefs in Moroccan Higher Education

Journal of language and Education ◽

10.17323/jle.2020.9911 ◽

2020 ◽

Vol 6 (3) ◽

pp. 108-124

Author(s):

Otmane Omari ◽

Mohammed Moubtassime ◽

Driss Ridouani

Keyword(s):

Undergraduate Students ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Specific Information ◽

Private Institutions ◽

Public And Private ◽

Factors Affecting ◽

Self Regulated Learning ◽

And Performance ◽

Academic Year

Self-efficacy, or confidence in one’s ability to do a task, is a key element that affects students’ motivation and performance. For that reason, the main purpose of this study was to collect specific information about students’ self-efficacy and factors affecting it. This includes comparing the differences between three Moroccan universities representing public and private institutions in terms of students’ self-efficacy. A sample of 365 undergraduate students responded to the questionnaire on self-efficacy for self-regulated learning on a 5-point Likert scale. The findings demonstrate that students' level of self-efficacy is moderate. With regard to the differences between the three universities, a slight difference was found in favor of the private one. Meanwhile, third-year students reported greater self-efficacy than first and second-year students. However, no statistically significant differences were found between male and female students. More importantly, the results reveal that students’ living circumstances during the academic year and their initial motive behind enrolling in university affected their self-efficacy beliefs. Overall, this study provides teachers and practitioners with insights about self-efficacy that could be used to promote students’ success in Moroccan universities.

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Effects of a Goal-Setting Training Program on Basketball Free-Throw Self-Efficacy and Performance

The Sport Psychologist ◽

10.1123/tsp.1.2.103 ◽

1987 ◽

Vol 1 (2) ◽

pp. 103-113 ◽

Cited By ~ 14

Author(s):

J. Ted Miller ◽

Edward McAuley

Keyword(s):

Training Program ◽

Goal Setting ◽

Undergraduate Students ◽

Self Efficacy ◽

Organizational Psychology ◽

Free Throw ◽

Correlational Data ◽

Improved Performance ◽

And Performance ◽

Performance Perceptions

Though improved performance as a result of goal setting has been reported in organizational psychology studies, little research in sport settings has demonstrated these effects. This study was designed to examine the effects of a goalsetting training program on basketball free-throw performance, perceptions of success, and self-efficacy. Eighteen undergraduate students were matched by free-throw shooting ability, then randomly assigned to either goal-training (GT) or no-goal-training (NT) groups for a period of 5 weeks. Although the GT group reported significantly higher perceptions of success and self-efficacy than did the NT group, no significant differences between groups were revealed for free-throw accuracy. Correlational data suggested a stronger relationship between self-efficacy and free-throw performance for the GT group than for the NT group. Discussed are factors that contribute to the discrepancies between results found in sport related investigations of goal setting and those obtained from studies conducted in business and laboratory environments.

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Perceived self-efficacy of students in a business simulation game

The Irish Journal of Management ◽

10.2478/ijm-2021-0004 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Vinod Dumblekar ◽

Upinder Dhar

Keyword(s):

Factor Analysis ◽

Goal Setting ◽

Undergraduate Students ◽

Self Efficacy ◽

Performance Enhancement ◽

Simulation Game ◽

Business Simulation ◽

Simulation Games ◽

Significant Research ◽

And Performance

Abstract Self-efficacy is an individual's confidence in the personal ability to complete a task under specified conditions. Game self-efficacy is the belief of game players that they would win in a business simulation game competition. To understand the composites of such belief, an instrument of 30 statements was developed and statistically tested on 227 undergraduate students at the end of a business simulation game competition. The factor analysis produced eight factors of perceived game self-efficacy, namely, innovation, experimentation, conviction, openness, focus, proactivity, conceptualisation and determination. These factors have significant research implications for goal-oriented behaviour, goal setting and performance enhancement at work and in games and competitions, and in developing simulation games.

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