A confirmatory test of Ajzen and Fishbein's (1980) theory of reasoned action as applied to the realm of moral behavior using structural equation modeling was conducted. Ss were 1,056 male and female athletes ranging in age from 10 to 18 years (M = 14.5). Ss completed a questionnaire that contained 2 hypothetical situations related to moral behavior in sports. For each situation, Ss completed scales assessing all components of the model. A modified version of the theory provided a significant improvement over the Ajzen and Fishbein model. This model retained the basic relationships postulated by the theory and added correlations between the attitudinal and normative structures and a causal path from normative beliefs to attitudes. This model was very robust, holding for the 2 situations. Implications for the construct validity of the theory of reasoned action and its application for moral behavior are drawn.This study was supported by a research grant from the Regie de la Securite dans les Sports du Qu6bec. The article was prepared while Robert J. Vallerand was supported by grants from the Social Sciences and Humanities Research Council of Canada, the Conseil Quebecois de la Recherche Sociale, le Fond pour la Formation des Cherchcurs et lAide a la Recherche (FCAR-Qu6bec), and the Universite du Quebec a Montreal. We thank Marc Blais and Brian O'Connor for their comments on an earlier draft of this article.
L'étude vise à comparer l'efficacité de deux traitements de réduction de l'anxiété chez des étudiants universitaires en éducation physique vivant leurs premières expériences d'enseignement: la relaxation et la restructuration cognitive. L'évaluation de l'anxiété se fait à partir de questionnaires administrés dans le cadre de trois laboratoires d'enseignement. La comparaison est établie entre deux groupes expérimentaux (relaxation ou restructuration cognitive) et deux groupes de contrôle. Quelques différences significatives sont trouvées pour certains paramètres évalués. On remarque que la relaxation semble contribuer à un meilleur contrôle du niveau d'anxiété des sujets lors de leur laboratoire d'enseignement. On propose des moyens concrets susceptibles de réduire l'anxiété chez les futurs intervenants en milieu scolaire.The objective of this study is to compare the efficiency of two treatments for reducing anxiety in university level physical education students during their first teaching experiences: relaxation techniques and cognitive restructuring techniques. A series of questionnaires to evaluate anxiety was administered during three teaching laboratory activities. A comparison of the results of two experimental groups (relaxation and cognitive restructuring) with those of two control groups was found to produce several significant differences for some of the parameters examined. The authors note that relaxation tech- niques appear to contribute in producing a better control of anxiety for subjects during the laboratory teaching experience. They propose specific methods aimed at reducing anxiety in future teachers.Se commparô la eficacia de dos tratamientos de reducción de la ansiedad en los estudiantes universitarios en education fisica que viven sus primeras experiencias de ensenanza: la relajación y la reestructuraciôn cognitiva. La evaluación de la ansiedad se hace a partir de cuestionarios administrados en el contexto de très laboratorios de ensenanza. Se establece una comparación entre dos grupos expérimentales (relajación o reestructuraciôn cognitiva) y dos grupos contróles. En ciertos parámetros evaluados se encuentran algunas diferencias significativas. Se constata que la relajación parece contribuir a un mejor control del nivel de ansiedad de los sujetos durante los laboratorios de ensenanza. Se proponen medios concretos susceptibles de reducir la ansiedad en los futuros profesores.Die Untersuchung will die Wirksamkeit zweier Behandlungsmethoden zur Verminderung der Angst bei Universitätsstudenten der Korpererziehung vergleichen, die ihre ersten Unterrichtsversuche machen: Entspannung und Verbesserung der Denkweise. Der Grad der Angst wird mithilfe von Fragebôgen gemessen, die in drei Unterrichtslabors vorgelegt werden. Der Vergleich wird durchgeführt zwischen zwei Experimentalgruppen (Entspannung und Umdenken) und zwei Kontrollgruppen. Einige bedeutsame Unterschiede wurden fur gewisse der gemessenen Parameter gefunden. Man bemerkt, dass die Entspannung mehr zu einer besseren Beherrschung der Angst...
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