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1.
Implicit beliefs of ability,approach-avoidance goals and cognitive anxiety among team sport athletes
《European Journal of Sport Science》2013,13(7):720-729
AbstractPeople's implicit beliefs of ability have been suggested as an antecedent of achievement goal adoption, which has in turn been associated with behavioural, cognitive and affective outcomes. This study examined a conditional process model with team sport athletes' approach-avoidance achievement goals as mediators between their implicit beliefs of sport ability and sport-related cognitive anxiety. We expected gender to moderate the paths from implicit beliefs of ability to approach-avoidance goals and from approach-avoidance goals to cognitive anxiety. Team sport athletes with a mean age of 20 years (163 females and 152 males) responded to questionnaires about their implicit beliefs of sport ability, approach-avoidance goals and sport-related cognitive anxiety. Incremental beliefs, gender and the interaction between them predicted mastery-approach goals. Gender also predicted mastery-avoidance goals, with females reporting higher levels than males. Mastery-avoidance goals, gender and the interaction between them predicted cognitive anxiety, with females reporting higher levels of anxiety than males. Entity beliefs positively predicted performance-avoidance goals and the interaction between performance-approach and gender predicted anxiety. The indirect effects also showed gender differences in relation to performance-approach goals. Taken together, our results suggest that coaches trying to create a facilitating climate for their male and female athletes may be wise to consider their athletes' anxiety and achievement goal patterns as these may affect both the athletes' well-being and performance. 相似文献
2.
目的：揭示体育学习中内隐观念对自我妨碍的影响，考察成就目标在上述关系中的中介作用。方法：采用问卷调查法对1 236名大学生在体育学习中运动能力信念、成就目标与自我妨碍进行测量。结果显示：（1）在体育学习中，学生的内隐观念对自我妨碍具有显著的预测效应，其中，能力增长观具有负向预测效应，能力实体观则具有正向预测效应；（2）掌握目标可以对自我妨碍产生负向预测效应，成绩回避目标则产生正向影响效应，但成绩趋近目标对学生自我妨碍的影响效应并不显著。（3）在学生的内隐观念与自我妨碍之间的关系中，成就目标存在着显著部分中介效应。能力增长观可通过掌握目标间接减少学生的自我妨碍，能力实体观可通过成绩回避目标间接增加学生的自我妨碍。结论：体育学习中应改变学生动机气氛知觉，避免评价学生的能力，有助于直接或间接减少学生的自我妨碍。 相似文献
3.
Three studies are reported of children and youth aged 11-19 years (n = 3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth. 相似文献
4.
Stuart JH Biddle CK John Wang Nikos LD Chatzisarantis 《Journal of sports sciences》2013,31(12):973-989
Three studies are reported of children and youth aged 11–19 years (n?=?3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth. 相似文献
5.
P A Fitzsimmons D M Landers J R Thomas H van der Mars 《Research quarterly for exercise and sport》1991,62(4):424-431
Previous studies that have examined self-efficacy-performance relationships have used novice performers. It is unclear if these findings would generalize to "experienced" performers. Based on Bandura's self-efficacy theory, this study was designed to investigate (a) the effects of false information feedback on self-efficacy beliefs and subsequent weightlifting performance, and (b) whether self-efficacy or past performance is most related to subsequent weightlifting performance. Experienced weightlifters engaged in six performance sessions, each consisting of a one-repetition-maximum bench press. Male subjects (N = 36) were randomly assigned to one of three treatment groups: accurate performance information, false information that they lifted more than their actual lift, or false information that they lifted less than their actual lift. Before each session, subjects indicated the amount of weight they were 100%, 75%, and 50% confident they could lift. Results replicated existing research findings regarding deception and performance; false positive feedback increased future bench press performance. In addition, results indicated that past weightlifting performance accounted for nearly all of the variance in subsequent performance. This finding is discussed in light of the difficulty in extending the predictions of self-efficacy theory to sport settings where athletes have gained experience by undergoing repeated training trials. 相似文献
6.
Kevin Patton Melissa Parker Misti M. Neutzling 《Research quarterly for exercise and sport》2013,84(4):522-532
Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically regarding conceptions of their role in the process. Participants included 12 experienced PD facilitators. Data sources included formal semistructured and informal conversational interviews and participants' curriculum vitae. Results indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs. Adhering to constructivist views of learning, facilitators underscored the role of prior knowledge and the active and social nature of learning. Their remarkably similar views emphasized multiple aspects of teacher capacity building. 相似文献
7.
Daniel J. Madigan Joachim Stoeber Troy Culley Louis Passfield Andrew P. Hill 《European Journal of Sport Science》2018,18(9):1271-1279
Recent research found perfectionistic strivings to predict performance in a novel basketball task among novice basketball players. The current study builds on this research by examining whether this is also the case for performance in a familiar basketball training task among experienced basketball players, and whether achievement goals mediated any observed relationships. Perfectionistic strivings, perfectionistic concerns, and 3?×?2 achievement goals were assessed prior to basketball training performance in 90 basketball players (mean age 20.9 years). Regression analyses showed that perfectionistic strivings predicted better performance. Furthermore, mediation analyses showed that other-approach goals (e.g. beliefs that one should and can outperform others) accounted for this relationship. The findings suggest that perfectionistic strivings may predict better performance in both novel and familiar athletic contexts. In addition, beliefs about the importance and ability to outperform others may explain this relationship. 相似文献
8.
Peggy A. Fitzsimmons Daniel M. Landers Jerry R. Thomas Hans van der Mars 《Research quarterly for exercise and sport》2013,84(4):424-431
Abstract Previous studies that have examined self-efficacy–performance relationships have used novice performers. It is unclear if these findings would generalize to “experienced” performers. Based on Bandura's self-efficacy theory, this study was designed to investigate (a) the effects of false information feedback on self-efficacy beliefs and subsequent weightlifting performance, and (b) whether self-efficacy or past performance is most related to subsequent weightlifting performance. Experienced weightlifters engaged in six performance sessions, each consisting of a one-repetition-maximum bench press. Male subjects (N = 36) were randomly assigned to one of three treatment groups: accurate performance information, false information that they lifted more than their actual lift, or false information that they lifted less than their actual lift. Before each session, subjects indicated the amount of weight they were 100%, 75%, and 50% confident they could lift. Results replicated existing research findings regarding deception and performance; false positive feedback increased future bench press performance. In addition, results indicated that past weightlifting performance accounted for nearly all of the variance in subsequent performance. This finding is discussed in light of the difficulty in extending the predictions of self-efficacy theory to sport settings where athletes have gained experience by undergoing repeated training trials. 相似文献
9.
本研究旨在考察体育教学中中学生的具体情境能力(自我效能感)、环境能力(能力信念)和整体能力(认知体能),对心肺功能、课堂身体活动水平和毅力/努力的预测效应。研究对象为217名中学生,每隔一天进行一堂40分钟的体育课。研究通过沿用已久的调查问卷评价学生在体育课中的自我效能感、能力信念、认知能力信念和毅力/努力,使用计步器测量课堂身体活动水平,以及采用递增速度有氧耐力跑测试其心肺功能。通过相关分析,得出能力信念与三项指标显著相关:首先,运用回归分析得出自我效能感对中学生心肺功能影响显著,此结果也反映出中学生课堂的身体活动水平。其次能力信念与中学生的毅力/努力呈显著相关。因此自我效能感是中学生心肺功能和身体活动水平的主要影响因素,而能力信念对中学生毅力/努力的作用最为显著。 相似文献
10.
析沙滩排球运动员心理反应能力的影响因素 总被引：3，自引：0，他引：3
从心理学、训练学角度出发,把反应能力培养与沙滩排球的训练实践相结合,就影响沙滩排球运动员心理反应水平的诸因素及其培养途径进行了探讨。认为应对新规则的实施,运动员只有加强对环境条件、球感的再适应,更注重对注意力和意志品质的培养,促进心理反应水平的提高,才能保证拥有较高的竞技水平。 相似文献
11.
动机是心理学研究领域的重要概念,与个体的实际行为联系密切。文章综合多学科有关人类动机行为研究的理论成果,结合武术练习人群的实际情况,提出了习武动机的概念。并以此为基础,建构了习武动机模式,对习武动机的内在起因、外在诱因和自我调节关系进行了阐述,并就如何激发与培养习武动机展开了探讨。 相似文献
12.
The purpose of this study was to explore and reveal naïve conceptions and misconceptions about energy embedded in elementary school students’ prior knowledge. Students’ performance on standardized knowledge test was used to classify students into low, median and high levels of knowledge about the cardiovascular system. Semi-structured in-depth interviews were conducted with students in each group to extract their understanding of energy in relation to food choices, physical activities, and exercises. Analysis of the interview data generated six categories of naïve conceptions and two categories of misconceptions. Different conceptual change theories, including Chi’s ontological change theory, Ohlsson’s resubsumption theory, and enculturation theory were used to analyze and understand these naïve conceptions and misconceptions and why they could be robust to change. The analyses confirm the need to adopt a multi-theoretical approach to the understanding of students’ naïve conceptions and misconceptions (Chinn & Samarapungavan, 2009. Conceptual change-multiple routes, multiple mechanisms: A commentary on Ohlsson. Educational Psychologist, 44(1), 1–10). The findings encourage physical and health educators adopt different strategies to address the potential learning obstacles brought by students’ naïve conceptions and misconceptions. 相似文献
13.
The present study used an interaction approach to investigate how individuals' dispositions about ability as incremental or fixed (entity), manipulated learning environments, and intrinsic motivation affect persistence and performance on a challenging, novel motor skill. Seventy-two female college students who were assigned to either an incremental or entity learning condition for instruction and practice completed questionnaires and attempted to learn the skill. The results indicated that participants oriented toward incremental beliefs were likely to be more intrinsically motivated. Participants who were intrinsically motivated were likely to perform better on a final skill test. The significant interaction effect on persistence suggests that participants who were highly intrinsically motivated in the incremental condition persisted longer than those in the entity condition. 相似文献
14.
Coed sport environments can be paradoxical settings where pre-existing gender biases influence participants' enjoyment and success. Furthermore, gendered messages and stereotypes as well as low expectations for females within coed sports can create participation barriers by reducing feelings of confidence and performance. Within university intramural sport programs, administrators have a significant role in determining participation opportunities and experiences. From a critical perspective, this investigation examined administrators' perspectives about coed intramural flag football gender modifications. Specifically, four research questions guided this study: (1) How do intramural sport administrators view coed flag football gender modifications? (2) To what extent do intramural sport administrators perceive gender modifications to impact coed flag football environments? (3) What level of awareness do intramural sport administrators have about the gendered messages of coed flag football gender modifications? and (4) To what extent are intramural sport administrators willing to modify their perceptions of the rules in light of critical questioning? Qualitative interviews were used to obtain the perspectives of 12 intramural administrators from across the USA. Administrators reported that coed gender modifications impacted perceptions about female ability, often by sending messages of inequity. Moreover, administrators revealed that the modifications created competitive strategy that often diminished the integrity of the game and undermined perceptions of female ability. Findings also indicated that administrators were highly influenced by previously existing gender stereotypes, leading to an endorsement of the modifications. Endorsements were accompanied by questioning of the rules but reluctance to enact changes. These findings elucidate the importance of scrutinizing the existence and application of coed gender modifications. Furthermore, engaging flag football participant feedback on the specific attributes of the coed modifications is important to better understand the needs of female populations. Lastly, eliminating modifications may help diminish the gendered messages that currently exist within coed flag football. 相似文献
15.
This research examined the relative effects of other-efficacy and self-efficacy beliefs in relation to individual performance within a cooperative dyadic setting. Pairs of female participants (M(age) = 20.08, SD = 1.93) performed three practice trials on a dyadic dance-based videogame. Other-efficacy and self-efficacy beliefs were then manipulated through the provision of bogus feedback regarding each pair member's coordination abilities. Following the administration of this feedback, pairs performed a final trial on this dance-based task. The results revealed a main effect for other-efficacy, such that participants in the enhanced other-efficacy conditions outperformed those in the inhibited other-efficacy conditions on this task. A main effect for self-efficacy was not observed. Furthermore, there was no evidence of an interaction between other-efficacy and self-efficacy. The results of this study suggest that other-efficacy may supersede the effects of self-efficacy in supporting personal performance within cooperative relational contexts. 相似文献
16.
Terence J. Roberts 《体育哲学杂志》2013,40(1):113-121
With recent controversies surrounding the eligibility of athletes with disorders of sex development (DSD) and hyperandrogenism, as well as continued discussion of the conditions transgender athletes must meet to compete in high-performance sport, a wide array of scholars representing a diverse range of disciplines have weighed in on both the appropriateness of classifying athletes into the female and male categories and the best practices of doing so. In response to cases of high-profile athletes’ sex (and gender) being called into question, the International Olympic Committee, the International Association of Athletics Federations, and the National Collegiate Athletics Association, among others, published or updated policies addressing who is eligible to compete in the women’s sport category and under what conditions. This paper addresses the areas in which philosophical reasoning and ethical analysis can contribute to reopened debates about the surveillance of the women’s category in sport. Emphasis is placed on determining where the onus of responsibility should fall for ensuring the new policies are followed. 相似文献
17.
Cothran DJ Hodges Kulinna P Banville D Choi E Amade-Escot C MacPhail A Macdonald D Richard JF Sarmento P Kirk D 《Research quarterly for exercise and sport》2005,76(2):193-201
Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles. 相似文献
18.
This research investigated stereotype threat effects on women's performance in sports and examined the mediation of this effect by achievement goals. The influence of two stereotypes-relative to the poor athletic ability and the poor technical soccer ability of women-were studied. Fifty-one female soccer players were randomly assigned to one of three conditions, introducing the task as diagnostic of athletic ability, technical soccer ability, or sports psychology. Next, they filled out a questionnaire measuring achievement goals and performed a soccer dribbling task. Results showed that compared with the control condition, females' performance significantly decreased in the athletic ability condition and tended to decrease in the technical soccer ability condition. Moreover, participants endorsed a performance-avoidance (relative to performance-approach) goal when the stereotypes were activated. However, this goal endorsement was not related to performance. The implications of these results for understanding the role of stereotypes in gender inequalities in sports are discussed. 相似文献
19.
Do physical activity beliefs differ by age and gender? 总被引：1，自引：0，他引：1
Age and gender are consistently related to physical activity (PA), yet theoretical explanation for these associations is scant. The present study compared the mean values and correlations of a population sample, divided by gender and age group, with respect to theory of planned behavior beliefs (behavioral, normative, and control) and PA. Participants were a sample (N=6,739) of adults (M age=49.65, SD=16.04) who completed measures of social and health demographics, theory of planned behavior beliefs, and self-reported PA. Mean analyses identified greater perceived control over PA for seniors than for young and middle-aged adults (N>.025). Belief-behavior correlations, however, were not different across age and gender in 24 of 26 tests (q<.19). Thus, PA beliefs are invariant across age and gender with the exception of mean levels of perceived control, which are lower among younger adults than older adults. Factors such as early parenthood and career demands were considered the likely reasons for differences. Overall, the evidence suggests that adapting theoretical models for specific age groups or based on gender may not be necessary. 相似文献
20.
目的:从运动心理学角度探讨大众健身人群风险认知、风险承担、运动能力判断、运动损伤经历等心理预测因素与运动损伤的相关性,同时测定以上因素对实际健身锻炼中运动损伤的预测效度,并探究其间的性别差异,旨在为进一步有效减少和预防运动损伤提供理论依据.方法:从健身俱乐部新入会的学员中,随机选取300名(男性150人,女性150人)年龄在26～35岁之间的健康成年志愿者组成实验组,进行为期12周,每周3～4次的健身锻炼.要求受试者在俱乐部每次锻炼前及时记录并提供风险认知、风险承担、运动能力判断及运动损伤经历等信息.利用运动损伤风险量表(RISSc)、风险承担行为量表(RTB)和李克特五级评分法(Likert-Type Scale)等对以上因素进行测试与评价.之后,对实验数据进行相关性分析、多元Logistic回归分析和多元方差分析等统计学处理.结果:1)“风险认知”并不与“风险承担”或“运动损伤”呈负相关;2)低水平的“风险认知”和“运动能力判断”使锻炼者受伤风险显著增加,其比值比( ORs)区间为:3.79～7.95;3)“运动能力高估”与“运动损伤”呈正相关;4)“运动能力判断”与“风险承担”呈正相关;5)“风险承担”与“运动能力高估”、“运动损伤”或“运动损伤经历”之间不存在相关性;6)“运动损伤经历”与运动损伤之间也不存在相关性;7)女性的“风险认知”水平比男性高,“风险承担”水平比男性低;但在“运动能力判断”和“运动能力高估”上,并无性别差异,且随后男性和女性在健身锻炼中发生的运动损伤量较为接近.结论:1)健身锻炼心理预测因素中,“风险认知”不与运动损伤呈负相关;“运动能力高估”与运动损伤呈正相关;“风险承担”与运动损伤之间无相关性.2)低水平的“风险认知”和“运动能力判断”是健身锻炼者发生运动损伤的重要心理危险因素;3)女性风险认知力比男性高,运动能力判断(高估)与男性相似,风险承担行为比男性少,且易受过去运动损伤经历的影响. 相似文献