Investigating the mediating role of positive and negative mastery imagery ability

Quinton, Mary L.; Cumming, Jennifer; Williams, Sarah E.

doi:10.1016/j.psychsport.2017.10.011

Cited by 13 publications

(31 citation statements)

References 38 publications

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“…Moreover, this anxiety response was of a sufficient level for participants’ mastery imagery ability to exert a moderating effect. Recent research has found positive mastery imagery ability to be associated with either anxiety intensity or anxiety direction (Quinton et al, 2018; Williams et al, under review). However, the current study extends these findings by suggesting that the role of mastery imagery ability as a correlate of anxiety may be more complex than previously thought, playing a moderating role in perceiving anxiety as more facilitative.…”

Section: Discussionmentioning

confidence: 99%

“…The internal reliability in this study was just below adequate (Cronbach α mastery and affect = 0.66 and 0.69, respectively). However, validity and reliability evidence has previously been found in support of SIAQ test scores (Williams and Cumming, 2011; Quinton et al, 2018).…”

Section: Methodsmentioning

confidence: 97%

“…The three imagery scripts (positive mastery, negative mastery, and relaxation) described the moments prior to the task, including cognitive and physiological responses. Scripts were based on those previously employed (Cumming et al, 2007; Williams et al, 2010) and included characteristics of positive and negative mastery imagery (Quinton et al, 2018). Scripts included stimulus (e.g., “you look around and notice the experimenters watching you”), response (e.g., “your heart is beating faster than usual”), and meaning (e.g., “…but you feel ready”) propositions (Lang, 1979).…”

Section: Methodsmentioning

confidence: 99%

“…Thus, those with higher mastery imagery ability, who are better at regulating their anxiety through self-confidence, may be less affected by negative imagery. Additionally, recent research has found that negative mastery imagery ability—the ability to image low feelings of confidence and a lack of control—predicted anxiety intensity and negative appraisals of stress, and both positive and negative mastery imagery ability were mediators between confidence and individuals’ dispositional stress responses (Quinton et al, 2018). Altogether, this research highlights the important role played by mastery imagery ability in regulating stress.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Protective Role of Mastery Imagery Ability in Buffering Debilitative Stress Responses

et al. 2019

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Mastery imagery has been shown to be associated with more positive cognitive and emotional responses to stress, but research is yet to investigate the influence of mastery imagery ability on imagery’s effectiveness in regulating responses to acute stress, such as competition. Furthermore, little research has examined imagery’s effectiveness in response to actual competition. This study examined (a) whether mastery imagery ability was associated with stress response changes to a competitive stress task, a car racing computer game, following an imagery intervention, and (b) the effects of different guided imagery content on pre-task cognitive and emotional responses. In Session 1, 78 participants ( M age = 20.03 years, SD = 1.28) completed ratings of pre-task anxiety intensity and direction, confidence, and perceived control. Imagery ability was also assessed before completing the task. In Session 2, participants were randomly allocated to an imagery condition (positive mastery, negative mastery, relaxation) or control group (no imagery) before completing the task and outcome measures again. For the negative mastery group, greater positive mastery imagery ability was associated with greater perceived control and perceiving anxiety as more facilitative. Furthermore, mastery imagery ability moderated the relationship between anxiety intensity and direction. Altogether, results suggest that positive mastery imagery ability may act as a potential buffer against the effects of negative images.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 97%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the Protective Role of Mastery Imagery Ability in Buffering Debilitative Stress Responses

et al. 2019

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“…Evaluation of learning outcomes functions to measure student academic achievement and provides input on the effectiveness of the learning process. Improved ability can provide a positive image for the training given by the coach to the athletes, in order to be able to face the challenge [13]. Theoretically, the mastery of learning by students is obtained through the skills and knowledge by teachers to achieve predetermined learning objectives [14].…”

Section: Academic Masterymentioning

confidence: 99%

Measuring Teachers’ Competency in Determining Students’ Satisfaction through Electronic Internet Survey Method

Tarigan¹,

Sutapa²,

Mochta³

et al. 2019

IJIET

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Improving competency can be conducted through several ways, such as education, training and practical on the job training. This human resource bulding aims to develop the comprehensive quality, which includes personality aspects, mastery of knowledge and technology, and professionalism and competency. To measure teachers' performance through students'satisfaction, Balanced Score Card (BSC) is used. In this case, it is to measure students' satisfaction to teaching processes, which are determined by good teaching processes and teachers'competency. Teachers' competency is divided into three components: classroom management, teacher professional development, and academic mastery. The data for this research is based on the results of the questionnaire distribution through internet to the whole students of Faculty of Economic, Petra Christian University, on 139 various subject teaching classes. The analysis is using the linear regression analysis, and it is obtained that teacher professionalism development can bring satisfaction to students during the learning processes positive and significant with 0.248. Classroom learning management contributes to the students' satisfaction as well positive and significant with 0.371. Subject mastery, or academic mastery, is able to give satisfaction to students through learning processes positive and significant with 0.518. Simultanuously, all three variables can build up satisfaction to students, which are obtained from the survey using electronic internet method. Index Terms-E-satisfaction, classroom management, teacher professionalism development, and academic mastery. Zeplin Jiwa Husada Tarigan, was born in 1974. He obtained his bachelor degree in electric and telecommunication engineering, and master's degree in industrial management from Sepuluh Nopember Institute of Technology. He obtained his doctorate degree from University of Brawijaya, Malang, Indonesia. He has experienced as a manager in PPIC and BPO PP SAP R/3 in some manufacturing industries. At the moment, he is a full time faculty member at Petra Christian University, teaching in the program magister management or master's program. His research interests are ERP and operation management.

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Improving the reporting of sport imagery interventions with TIDieR

Cumming¹,

Quinton²

2022

Asian Journal of Sport and Exercise Psychology

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Investigating the mediating role of positive and negative mastery imagery ability

Cited by 13 publications

References 38 publications

Investigating the Protective Role of Mastery Imagery Ability in Buffering Debilitative Stress Responses

Investigating the Protective Role of Mastery Imagery Ability in Buffering Debilitative Stress Responses

Measuring Teachers’ Competency in Determining Students’ Satisfaction through Electronic Internet Survey Method

Improving the reporting of sport imagery interventions with TIDieR

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