This study examined: (a) the prevalence of intraindividual variability (i.e., the degree to which individuals exhibit short-term fluctuations in their self-evaluations) of global self-worth, physical self-worth, and perceived physical competence; (b) the independent and combined influence of level and intraindividual variability of self-evaluations on students’ motivation; and (c) the relationship between social sources of evaluative information and intraindividual variability. Students (N = 167) ranging from 12 to 15 years of age (M = 13.48 yrs, SD = .56) completed questionnaires each day that they were in physical education class for 3 weeks (i.e., 6 occasions). Results revealed that most of the students exhibited fluctuations in their self-evaluations over the 3 weeks. Level of self-evaluations was the critical predictor of motivation; however, an interaction with intraindividual variability was also significant. Nonsignificant relationships were found between intraindividual variability and the importance that students placed on social sources of evaluative information. Overall, results indicated that intraindividual variability should be considered along with level as an important index of one’s self-perception profile.
Amber D. Mosewich, Kent C. Kowalski, Catherine M. Sabiston, Whitney A. Sedgwick and Jessica L. Tracy
Self-compassion has demonstrated many psychological benefits (Neff, 2009). In an effort to explore self-compassion as a potential resource for young women athletes, we explored relations among self-compassion, proneness to self-conscious emotions (i.e., shame, guilt-free shame, guilt, shame-free guilt, authentic pride, and hubristic pride), and potentially unhealthy self-evaluative thoughts and behaviors (i.e., social physique anxiety, obligatory exercise, objectified body consciousness, fear of failure, and fear of negative evaluation). Young women athletes (N = 151; M age = 15.1 years) participated in this study. Self-compassion was negatively related to shame proneness, guilt-free shame proneness, social physique anxiety, objectified body consciousness, fear of failure, and fear of negative evaluation. In support of theoretical propositions, self-compassion explained variance beyond self-esteem on shame proneness, guilt-free shame proneness, shame-free guilt proneness, objectified body consciousness, fear of failure, and fear of negative evaluation. Results suggest that, in addition to self-esteem promotion, self-compassion development may be beneficial in cultivating positive sport experiences for young women.
Thelma Sternberg Horn and Cynthia A. Hasbrook
Theory and research from the developmental psychology literature Indicate there is a developmental progression in the particular criteria or informational sources children use to evaluate their performance competencies. The present study was designed to test the possibility that certain psychological characteristics (i.e., perceived competence and perceived performance control) may also affect children's preference for the various sources of competence information that are available in the sport environment. Three psychological questionnaires were administered to 229 young soccer athletes to assess the variables of Interest. Multivariate regression and canonical correlation analyses revealed support for the predicted relationships. Children with external perceptions of performance control exhibited a greater preference for external information, while children with high perceived competence and an internal perception of control exhibited greater reliance on self-determined standards of performance and comparison of own performance with that of relevant peers. These results suggest that children differ from each other not only in the magnitude of their perceptions of competence but also in the criteria they use to evaluate that competence.
This study examined the relationship between goal orientations and preferences for sources of competence information. It was hypothesized that athletes higher in ego goal orientation would have a greater preference for game outcome, significant others' evaluation, and peer comparison, whereas athletes higher in task goal orientation would have a greater preference for learning, effort, and improvement as sources of competence information. To test this hypothesis, 152 high school athletes (78 females and 74 males) completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Sport Competence Information Scale (SCIS). A principal component factor analysis on the SCIS identified seven information sources. Canonical correlations revealed an overall trend whereby task goal orientation is associated with more self-referenced sources, and ego orientation is related to more norm-referenced sources of information.
Suzete Chiviacowsky and Ricardo Drews
In this experiment, we investigated the motivational effects of feedback on motor learning observing the impact of temporal-comparison feedback on the learning of a coincident timing task. Two groups of participants, a positive (PTC) and a negative temporal-comparison group (NTC), received veridical feedback about their accuracy scores after every other practice trial (50%). In addition, after each block of 10 trials, the PTC group was given bogus feedback suggesting that their average performance was better than it was in the previous block, while the NTC group received bogus feedback suggesting that their average performance was worse than it was in the previous block. A retention test was performed one day after the practice phase, without feedback, to observe learning effects. In addition, after the practice phase and before the retention test, all participants filled out questionnaires to report their self-efficacy levels. The results demonstrate that temporal-comparison feedback affects the learning of motor skills. Participants of the PTC group showed greater timing accuracy and reported higher self-efficacy levels than the NTC group on the retention test. The findings further support the important motivational role of feedback for motor learning.
Yoojin Suh, Madeline Weikert, Deirdre Dlugonski, Brian Sandroff and Robert W. Motl
Persons with multiple sclerosis (MS) are often physically inactive and sedentary. This observation has prompted the search for modifiable variables derived from established theories that act as correlates of physical activity. Such variables would presumably represent targets for interventions designed to promote change in physical activity behavior among persons with MS. The current study examined social cognitive variables as correlates of physical activity in persons with MS.
Persons (N = 218) with relapsing-remitting MS completed a questionnaire battery that assessed physical activity behavior; self-efficacy for physical activity; physical, social, and self-evaluative outcome expectations for exercise, functional limitations as an impediment for physical activity, and exercise goal-setting. The battery was delivered and returned through the US postal service. Data were analyzed using covariance modeling in Mplus 3.0.
Self-efficacy had indirect effects on physical activity via impediments (path coefficient = .10, P < .005), self-evaluative outcome expectations (path coefficient = .07, P < .025), and goal-setting (path coefficient = .09, P < .01). The model explained 40% of variance in self-reported physical activity.
This cross-sectional study suggests that self-efficacy is indirectly associated with physical activity by way of goals, self-evaluative outcome expectations, and impediments in persons with relapsing-remitting MS.
David A. Dzewaltowski
This study compared the ability of Bandura's social cognitive theory and Fish-bein and Ajzen's theory of reasoned action to predict exercise behavior. The theories' constructs were assessed and then the exercise behaviors of 328 individuals were recorded for the following 7 weeks. A path analysis indicated that the theory of reasoned action model fit the data, but explained only 5 % of the exercise behavior variance. Two social cognitive theory variables, self-efficacy and self-evaluated dissatisfaction, significantly predicted exercise behavior. Also, a multiplicative function of self-evaluated dissatisfaction and outcome expectations increased the amount of predicted exercise behavior variance to 16%. Thus, individuals who were confident they could adhere to an exercise program and were satisfied with their standing on probable outcomes from participation (e.g., present body weight) exercised more days per week. A commonality analysis indicated that the theory of reasoned action did not account for any unique variance in exercise behavior over the social cognitive theory constructs. In sum, social cognitive theory was more effective than the theory of reasoned action in predicting exercise behavior.
Katherine S. Hall, Thomas R. Wójcicki, Siobhan M. Phillips and Edward McAuley
The current study examined the psychometric properties and validity of the Multidimensional Outcome Expectations for Exercise Scale (MOEES) in a sample of older adults with physical and functional comorbidities.
Confirmatory factor analysis was used to examine the hypothesized 3-factor model in 108 older adults (M age 85 yr) residing in continuing-care retirement communities.
Analyses supported the 3-factor structure of the MOEES reflecting physical, social, and self-evaluative outcome expectations, with a 12-item model providing the best fit. Theorized bivariate associations between outcome expectations and physical activity, self-efficacy, and functional performance were all supported.
The 12-item version of the MOEES appears to be a reliable and valid measure of outcome expectations for exercise in this sample of older adults with physical and functional comorbidities. Further examination of the factor structure and the longitudinal properties of this measure in older adults is warranted.
Sandra O’Brien Cousins
Little research has attended to the possibility that competencies and efficacy for physical activity acquired in childhood may last a lifetime. This study examined self-report and recall data on 327 Vancouver women born between 1896 and 1921 with a view to understanding current sources of self-efficacy for adult fitness activity. Current self-efficacy (SE) for late life fitness activity was assessed alongside age, education, perceived well-being, and movement confidence in childhood (MCC) for six challenging physical skills. Perceived well-being was the best predictor of late life SE for fitness exercise, explaining 26% of the variance. However, MCC was also an equally important and independent predictor of late life SE. even when age. education, and perceived well-being were controlled for. This study provides preliminary evidence that personal estimates of ability to exercise in late life are based on self-evaluations of Wellness, current age, and former competencies that have origins in girlhood mastery experiences over six decades earlier.
David A. Dzewaltowski, John M. Noble and Jeff M. Shaw
Social cognitive theory and the theories of reasoned action and planned behavior were examined in the prediction of 4 weeks of physical activity participation. The theories of reasoned action and planned behavior were supported. Attitude and perceived control predicted intention, and intention predicted physical activity participation. The social cognitive theory variables significantly predicted physical activity participation, with self-efficacy and self-evaluation of the behavior significantly contributing to the prediction. The greater the confidence in participating in physical activity and the greater the satisfaction with present physical activity, the more physical activity performed. Hierarchical regression analyses indicated that perceived control and intentions did not account for any unique variation in physical activity participation over self-efficacy. Therefore the social cognitive theory constructs were better predictors of physical activity than those from the theories of reasoned action and planned behavior.