Competence, persistence, and success: The positive psychology of behavioral skill instruction

Martens, Brian K.; Witt, Joseph C.

doi:10.1002/pits.10135

Cited by 53 publications

(35 citation statements)

References 42 publications

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“…They also need the support from caregivers that allows them to tolerate failure and persist until they master their goals (Jeon, Peterson, & DeCoster, 2013). These processes lay the foundation for mastery motivation and academic achievement in the school years (Martens & Witt, 2004). Thus, an important question is how individual and dyadic regulatory processes lay the groundwork for the development of mastery motivation that is applied in the school setting.…”

Section: Discussionmentioning

confidence: 99%

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It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

Lunkenheimer

Jun

2017

J Child Fam Stud

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Mastery motivation is closely related to children’s regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children’s effortful control, and children’s successful versus failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up (N = 100). Path analytic models revealed that greater dyadic persistence during parent-child interactions predicted children’s higher levels of social mastery. A greater rate of both successful and failed attempts at a challenging task predicted children’s higher levels of object mastery. However, failed attempts were positively related to concurrent individual and dyadic regulatory measures, whereas successful attempts were not. Findings suggest that parent-child coregulation makes a significant contribution to mastery motivation development and that there may be distinct antecedents for object-oriented versus social forms of mastery motivation. Findings also suggest that a child’s early ability to persist in the face of failure may be an important predictor of mastery motivation in preschool.

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Section: Discussionmentioning

confidence: 99%

“…Whereas regulatory skills may facilitate mastery motivation, exposure to success is also important in cultivating mastery experiences (Martens & Witt, 2004). Children who are successful at a task tend to persist more at that same task (Maslin-Cole et al, 1993).…”

Section: Introductionmentioning

confidence: 99%

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

Lunkenheimer

Jun

2017

J Child Fam Stud

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“…Conversely, other researchers discuss the importance of practicing the application of fluent component skills rather than these automatically emerging once fluent (Codding et al, 2010;Martens & Witt, 2004). It has been suggested that two types of practice exist consisting of drills and composite practice (Codding et al, 2010;Cohen et al, 1992;Haring & Eaton, 1978).…”

Section: Discussionmentioning

confidence: 99%

A Randomized Controlled Trial of the Morningside Math Facts Curriculum on Fluency, Stability, Endurance and Application Outcomes

et al. 2015

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“…The astute reader will no doubt notice that many of the strategies involved in deliberate practice (i.e., a well-sequenced curriculum, direct instruction of component skills, brief repeated opportunities to respond with feedback and reinforcement) are consistent with other domains of behavioral skill training such as adaptive behavior, communication, and basic academic competency (Martens, Daly, Begeny, & VanDerHeyden, in press;Martens & Witt, 2004). A considerable amount of research exists concerning the use of these strategies to improve athletic performance, particularly goal setting, feedback, and public posting (e.g., Koop & Martin, 1983;Mellalieu, Hanton, & O'Brien, 2006;Ward & Carnes, 2002).…”

Section: Developing Fluent Efficient and Automatic Repertoires Of Amentioning

confidence: 99%

Behavioral Sport Psychology

Luiselli¹,

Reed²

2011

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except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) v vi Preface criteria when selecting chapters for the book. First, our objective was to assemble chapters authored by recognized experts in sport psychology and performance management. We also wanted chapters to reflect the most contemporary clinical and experimental findings. Most important, the chapters contain many recommendations for improving behavioral sport psychology applications, advancing research, and refining the performance of youth, amateur, and elite athletes. A book of this type cannot cover every relevant topic, but hopefully, we have addressed many of the dominant areas that make up the sport psychology landscape.We are, first and foremost, clinical psychologists, but also avid sport enthusiasts. Dr. Luiselli acknowledges the many coaches who shaped his athletic pursuits in middle school, high school, and college: James C. Murphy, Michael Donato, Richard Sterndale, Jerry Splaine, Louis Gnerre, Rocky Carzo, and Herb Erikson. My father, the late James "Jack the Barber" Luiselli, was my finest coach, always there in the stands, consistently positive, and helping me in ways he probably never realized -I am forever indebted to him. I thank my wife, Dr. Tracy Evans Luiselli, for enduring my tales of athletic conquests long gone and commiserating with me during Patriots, Celtics, Bruins, and Red Sox games. Our daughter, Gabrielle Luiselli, has given us so much pleasure watching her perform on the ice and landing those combination jumps. And to our son, Thomas Luiselli, your exploits on the hockey rink and the lacrosse field fill us with pride -you and your sister are true champions! Dr. Reed acknowledges his father, David Reed, for being a patient trainer, an understanding coach, and most importantly, an unconditional fan and supporter. I thank my mentors, Dr. Thomas Critchfield, Dr. Brian Martens, and my co-editor, Dr. James Luiselli, for supporting my efforts to study the behavioral processes underlying athletic performance. Finally, I thank my wife, Dr. Florence DiGennaro Reed, for humoring me when I claim that my playing of football video games is for the sake of science.

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Competence, persistence, and success: The positive psychology of behavioral skill instruction

Cited by 53 publications

References 42 publications

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

A Randomized Controlled Trial of the Morningside Math Facts Curriculum on Fluency, Stability, Endurance and Application Outcomes

Behavioral Sport Psychology

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