The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes

Relich, Joseph D.; Debus, Ray L.; Walker, Richard

doi:10.1016/0361-476x(86)90017-2

Cited by 73 publications

(47 citation statements)

References 27 publications

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“…The present study also included measures of goal-confidence and the standard of performance set as a goal. Results lend support to previous research that has demonstrated a significant association between depressed mood and low confidence (Comunian, 1989;Lane, 2001;Relich, Debus, & Walker, 1986).…”

Section: Discussionsupporting

confidence: 77%

Mood, self-set goals and examination performance: the moderating effect of depressed mood

Lane

Whyte

Terry

et al. 2005

Personality and Individual Differences

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Section: Discussionsupporting

confidence: 77%

Mood, self-set goals and examination performance: the moderating effect of depressed mood

Lane

Whyte

Terry

et al. 2005

Personality and Individual Differences

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“…The TMD scores were chosen to be correlated with I-PRRS scores because depressed mood states are associated with low self-efficacy [23][24][25][26] and the POMS is one of the primary scales used to measure emotional responses to injury. 19 Negative relationships were found at each time interval.…”

Section: Discussionmentioning

confidence: 99%

Development and Preliminary Validation of the Injury-Psychological Readiness to Return to Sport (I-PRRS) Scale

Glazer

2009

Journal of Athletic Training

143

104

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Context: Only a few scales measure confidence within sport; however, these scales are insufficient to measure confidence after athletic injuries. Therefore, better measures are needed to determine the psychological readiness of injured athletes to return to sport participation. Objective: To develop a scale that measures the psychological readiness of injured athletes to return to sport participation and to provide preliminary evidence of reliability and validity for the scale. Design: The Delphi method was used to develop the Injury-Psychological Readiness to Return to Sport scale (I-PRRS). Two 1-way analyses of variance with repeated measures and 6 Pearson product moment correlations were computed to help validate the scale. Setting: Athletic training clinics at 3 National Collegiate Athletic Association (NCAA) schools. Patients or Other Participants: Four certified athletic trainers (ATs) and professors of Commission on Accreditation of Athletic Training Education-accredited athletic training programs and 3 NCAA Division III coaches made up a panel of experts that participated in the Delphi portion of the study to develop the I-PRRS. In the second part of the study, 22 injured athletes, who missed a minimum of 1 week of practice, from 3 NCAA schools in Divisions II and III were surveyed along with their respective ATs. The injured athletes and ATs participated in the validation of the I-PRRS. Main Outcome Measure(s): The injured athlete completed the Profile of Mood States (POMS) short form and the I-PRRS shortly after injury, before returning to the first practice, before returning to competition, and immediately after competition. The respective AT completed the I-PRRS before and after competition. The I-PRRS is a 6-item scale that measures the psychological readiness of injured athletes to return to sport, and the POMS short form is a 30-item scale that measures mood states. I added the negative moods of the POMS and subtracted the positive moods of the POMS to calculate a Total Mood Disturbance (TMD) score. Results: The I-PRRS scores were negatively correlated with the TMD scores of the POMS short form at all 4 time intervals, showing concurrent validity. The I-PRRS scores were lowest after injury, increased before practice, increased again before competition, and had no change after competition. The I-PRRS as completed by the athlete and respective AT was positively correlated both before and after practice, demonstrating external validity. Conclusions: Preliminary evidence for reliability and validity of the I-PRRS was demonstrated. The I-PRRS can be a beneficial tool for ATs to assess an athlete's psychological readiness to return to sport participation after injury.

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“…As discussed earlier, path analysis tested the relationships in a causal model of achievement (Schunk, 1981). In the Relich et al (1986) study, self-efficacy exerted a direct effect on division performance, and instructional treatment had both a direct effect on division performance and an indirect effect through self-efficacy. Collins (1982) found that self-efficacy predicted achievement outcomes across levels of student ability.…”

Section: Predictive Utilitymentioning

confidence: 99%

“…A study by Relich et al (1986) involved low-achieving children who received instruction on division skills. Children either were exposed to models explaining and demonstrating division operations or reviewed the same operations in an instructional packet.…”

Section: Modelsmentioning

confidence: 99%

Self-efficacy and achievement behaviors

1989

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Abstract:In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain students' learning and performance of achievement-related behaviors. Research also has identified variables that are associated with educational contexts and that signal to students how well they are achieving or making progress in learning. These task-engagement variables include models/social comparative information, goal setting, attributional and performance feedback, strategy instruction, cognitive processing, and reward contingencies. A suggested future self-efficacy research agenda might include maintenance and generalization of changes in self-efficacy, the identification of additional task-engagement variables, instrument development and validation, integration of efficacy information from diverse sources, developmental influences on self-efficacy, and teachers' sense of efficacy. KEY WORDS: achievement; self-efficacy; motivation. Article: SELF-EFFICACY AND ACHIEVEMENT BEHAVIORSThere is growing evidence that personal cognitions influence the instigation, direction, and persistence of behaviors. Various theoretical traditions emphasize the importance of individuals' beliefs concerning their capabilities to exercise control over important aspects of their lives (

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The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes

Cited by 73 publications

References 27 publications

Mood, self-set goals and examination performance: the moderating effect of depressed mood

Mood, self-set goals and examination performance: the moderating effect of depressed mood

Development and Preliminary Validation of the Injury-Psychological Readiness to Return to Sport (I-PRRS) Scale

Self-efficacy and achievement behaviors

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