Self-efficacy's influence on persistence on a physical task: Moderating effect of performance feedback ambiguity

Halper, Leah R.; Vancouver, Jeffrey B.

doi:10.1016/j.psychsport.2015.08.007

Cited by 38 publications

(23 citation statements)

References 28 publications

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“…The findings in the current study supports previous studies that has used a withinperson approach when measuring self-evaluation, showing that there can be a negative relationship between self-evaluation and subsequent performance and performance development in athletes (Beattie et al, 2014(Beattie et al, , 2016Beattie et al, 2011;Halper & Vancouver, 2016;Woodman et al, 2010). The sum of these studies imply that when researchers design and discuss the results of their studies, it is important that they keep in mind that a withinperson approach versus a between-person approach is likely to shed different light on the relationship between self-evaluations and performance.…”

Section: Discussionsupporting

confidence: 90%

Self-evaluation of skills and performance level in youth elite soccer: Are positive self-evaluations always positive?

Hofseth

Toering

Jordet

et al. 2017

Sport, Exercise, and Performance Psychology

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This study compared youth elite soccer players' and their coaches' evaluations of players' skill level, and examined how this comparison was related to players' future performance level concerning national team experience. Based on the notions of the self-serving bias, it was predicted that players who overestimated their skill level relative to their coaches' judgment, would be characterized by a high performance level in the past and a relative low future performance level; due to relatively high levels of performance anxiety and a frequent use of self-protection strategies. Results showed that the players (N= 267, Mage = 17.6, SD = 1.1), in reference to their coach, tended to overestimate their skills. This tendency was negatively related to players' future performance level. Specifically, when controlling for age, past performance level and current performance level, a multinomial regression analysis (X² 18, N = 238) = 76.95, p ˂ .01) revealed that the players who overestimated their skills to the largest extent (compared to players that underestimated their skills), were less likely to produce a high performance level in the future (OR = .71, 95% CI = .54-18 .94). It seems that unrealistically positive self-evaluations can have negative effects in terms of performance development, but not through the mechanism of the selfserving bias, as measured in the current study. Nevertheless, it may be important for players to have a realistic view on their skill-level in order to progress and reach their potential.

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Section: Discussionsupporting

confidence: 90%

Self-evaluation of skills and performance level in youth elite soccer: Are positive self-evaluations always positive?

Hofseth

Toering

Jordet

et al. 2017

Sport, Exercise, and Performance Psychology

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“…Furthermore, EI allows significant relationships in workplace and facilitates the exchange of positive feelings by coordinating emotions . involves one's beliefs about his capabilities (Baron et al, 2016;Halper & Vancouver, 2016). Self-efficacy is a productive power by which cognitive, social, emotional and behavioral skills are organized effectively to achieve different goals.…”

Section: Emotional Intelligencementioning

confidence: 99%

The Role of Emotional Intelligence and Self-Efficacy of Teachers

Masoumparast

2016

RES

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Background and Objective: the role of education and teachers is undeniable in human societies. The theories of emotional intelligence and self-efficacy assume that beliefs of individuals on their skills and abilities optimally influence their performance and enable them to take the best decision on the most difficult conditions and unpredictable situations. The purpose of this study was to examine the role of EI and self-efficacy of teachers. Materials and Methods: this study used a descriptive-correlational methodology. The samples included 345 teachers who were selected by proportional-to-size stratified sampling by Cochran's formula. Bar-On's EQ-i and Schwartzer's GSE were used to evaluate teachers. Results: data analysis and statistical calculations revealed a significant and positive correlation between EI and self-efficacy of teaches. On the other hand, EI and self-efficacy of teachers considerably influence students. Conclusion: as the findings suggest that, positive teacher-student interactions reduce the symptoms of disorders and behavioral problems of students. Primary school teaching is the most important profession in the world; thus, teaching is a great responsibility which should not be considered as a mere job.

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“…The perception of fatigue has thus been viewed as a phenomenological counterpart of low or declining selfefficacy (Stephan et al, 2016;Steele, 2020). It is well documented that manipulation of self-efficacy influences endurance performance (Halper & Vancouver, 2016;Hutchinson et al, 2008;Weinberg et al, 1979;Weinberg et al, 1981), through modulating both perception of effort (20,21, though see 24) and affective experiences (McAuley et al, 1999). Following, the development of a perceived state of fatigue may similarly limit physical endurance performance by also influencing sensory functions during activity (Greenhouse-Tucknott et al, 2020) yet, to the best of our knowledge, experimental examination of this effect is currently limited to a small number of correlation-based investigations in healthy populations across both physical and cognitive domains (Greenhouse-Tucknott et al, 2020;Harris & Bray, 2019;Benoit et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effect of the subjective intensity of fatigue and interoception on perceptual regulation and performance during sustained physical activity

Greenhouse-Tucknott¹,

Butterworth²,

Wrightson³

et al. 2021

Preprint

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Background: The subjective experience of fatigue impairs an individual’s ability to sustain physical endurance performance. However, precise understanding of exactly how the perception of fatigue limits performance remains unclear. Methods: Here, we examined whether subjective intensity of perceived fatigue, pre-induced through prior upper body activity, differentially impacted performance and altered perceptual (effort) and affective responses during a sustained, isometric contraction in lower body. We also explored whether (cardiac) interoceptive awareness moderated the relationship between the perception of fatigue and effort. Using a repeated-measures study design, thirty male participants completed three experimental conditions, with the intensity of the pre-induced state of fatigue manipulated to evoke severe (SEV), moderate (MOD) and minimal (control; CON) perceptions prior to the performance of a sustained, sub-maximal contraction in the dominant knee extensors. Results: Participants’ capacity to sustain the isometric contraction was significantly impaired (vs. CON, MOD: -9.5 ± 19.1%, p=0.007; SEV: -13.7 ± 17.2%, p<0.001), with perception of effort higher (SEV, MOD vs. CON: b=-0.90, p<0.001), when perceptions of fatigue were elevated. However, the effect on performance (SEV vs. MOD: -2.5 ± 19.9%, p=0.455) and effort perception (SEV vs. MOD: b=-0.06, p=0.612) was not dependent upon the manipulated intensity of the pre-induced state of fatigue. Perceived fatigue was shown to predict the perception of effort during the endurance task. However, disassociation of perceptual constructs was evidenced with perceived effort, but not fatigue, associated with endurance time (CON: r=-0.57, p=0.004; MOD: r=-0.69, p<0.001; SEV: r=-0.59, p=0.003). Interoceptive awareness was shown to attenuate the relationship between perceived fatigue and effort, but only when fatigue was elevated within the experimental manipulations (b=-4.45, p=0.005). Conclusions: Perception of fatigue indirectly limits endurance performance by exerting influence over sensory processes making a physical task appear more effortful. Moreover, this effect is influenced by individual awareness of interoceptive representations of bodily states.

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Self-efficacy's influence on persistence on a physical task: Moderating effect of performance feedback ambiguity

Cited by 38 publications

References 28 publications

Self-evaluation of skills and performance level in youth elite soccer: Are positive self-evaluations always positive?

Self-evaluation of skills and performance level in youth elite soccer: Are positive self-evaluations always positive?

The Role of Emotional Intelligence and Self-Efficacy of Teachers

Effect of the subjective intensity of fatigue and interoception on perceptual regulation and performance during sustained physical activity

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