Self-confidence and Self-efficacy (wk4) Flashcards
Define self-confidence
-Self-confidence -> Direct to self-esteem. (Self-esteem is a sense of self-worth and personal value). Self-confidence is how sure you are of something (positive). It can also be negative and have a different direction. It is hard to define. Self-confidence is a belief that you can successfully perform a behaviour.
-Self-confidence -> Often used to refer to different behaviours e.g. taking a penalty, recovering from a knee injury and being committed to an exercise program. All refer to getting the job done.
-Recent understanding -> Self-confidence is considered a social and cognitive construct, i.e. it involves the brain and our environment.
Self-confidence
-Trait and state like
-Trait-like -> Generally thought to be stable and ‘trait-like’. Global belief that you are a; confident physio, golfer, coach and student. It often focuses on the positives.
-State-like -> Evidence suggests self-confidence can change according to a situation. Unstable and ‘state-like’. E.g. coach could be confident in motivating players but lack confidence in their tactics.
Confidence v Lack of confidence + overconfidence
-Confidence vs Lack of confidence -> Confidence cannot overcome lack of competence. Can be represented by Inverted U model. Lack of confidence = self-doubt can have a negative effect on performance. Overconfidence = confidence exceeds skill level.
-Overconfidence -> May have an effect on preparation. May cause athletes to underestimate their opponent – may actually improve your opponents confidence and therefore performance.
SC and SE
-Expectations and performance
Expectations of someone’s behaviour can affect your behaviours and theirs. Rosenthal and Jacobson (1968) -> Informed teachers about their ‘gifted’ students. Students were selected at random. End of years tests showed significant improvement. Teachers gave these students more attention, feedback and reinforcement.
SC and SE
-Expectations and performance in athletes
Coach form an expectation about athletes. Expectations influence behaviour – Increased frequency and quality of interaction with high expectation athletes, Biased treatment affects athletes positively, Performance confirms expectation (improves self-confidence). Can go wrong – if expectation doesn’t meet reality, self-confidence can decrease = poor performance
Describe and define self-efficacy
-Self-efficacy -> Situation specific self-confidence. Terms used interchangeable. ‘The perception of one’s ability to perform a specific take successfully- Albert Bandura (1986,1997)
-Not concerned with actual skills but with the person’s belief of what they can do with their skills
-Self-confidence and self-efficacy -> Strong predictors of behaviour. One of the strongest predictors of performance and important for health and wellbeing.
Describe self efficacy theory and why it’s important
-Self-efficacy theory -> Used to explain behaviour in different disciplines of psychology. Adapted from Bandura’s work. Interactional approach. Reciprocal relationship.
It formed the theoretical bases for most performance orientated research in self-confidence in sport. Now widely used in exercise promotion.
-Why self-efficacy is important -> If someone has the skills and motivation, the major determinant of performance/behavioural change is self-efficacy
-Self-efficacy are the one the most important constructs for positive human behaviour. Important that we foster and develop it in people.
Different sources of self-efficacy
-Performance accomplishments
-Performance accomplishments -> The most dependable source of information for self-efficacy. Based on mastery experiences. Effectiveness depends on contextual factors;
* Perceived difficulty of the task
* Amount of guidance
* Patterns of success/failure (success -> raise self-efficacy)
* This can be a positive/negative spiral
Positive and reciprocal relationship between performance accomplishments and self-efficacy
* Sport performance
* Exercise adherence
* This can be positive and negative
Practical implications – Break the exercise/skill/task down. Achievable and realistic goals. Positive reinforcement.
Different sources of self-efficacy
-Vicarious experiences
-Vicarious experiences -> Demonstrating or modelling. Help to learn new skills. Important when observers have never performed the task. Modelling is a 4 stage process:
1. Attention
2. Retention
3. Motor reproduction
4. Motivation
The effectiveness of the modelling process can be affected by the type of model e.g. age, gender, skill level. Practical implications: gives information about the sequence of actions. If I do the same actions – success! Better effect on self-efficacy when model is competent (skilled).
Evidence: Type of model: skill level. Liggs and Feltz (1991). Examines model competency effects on self-efficacy and performance. 6th grade girls. Ladder climbing task. Observed either, 1) skilled, 2) unskilled, 3) control (no observation). Self-efficacy measured after viewing model and performing task.
Different sources of self-efficacy
-Verbal persuasion
-Verbal persuasion -> Techniques include; evaluative feedback, expectations by others, and self-talk. Can also increase enjoyment, reduce effort, and enhance effect. Not as strong as a source as performance accomplishments and vicarious experiences. Difficult to instil strong self-efficacy beliefs through persuasion alone. Effectiveness depends on how reputable the source is:
* How trusting are they?
* Do they know you?
* How much do they value their opinion?
Different types of self-efficacy
-Emotional arousal
-Emotional arousal -> Anytime you are thinking about something, you are in a sense talking to yourself (Bunker et al., 1993). ‘What people say to themselves, either out loud or in their head’ – Theodorakis et al., 2000.
Types of self-talk;
* Positive (motivational) -> increases self-efficacy. Statements related to confidence boosting, increased energy, effort, and positive attitude. Doesn’t carry as task related cue.
* Instructional
* Negative
Evidence: Effects on self-talk and self-efficacy on performance. Hatziogeorgia et al. (2008). 46 tennis players (mean age=13 years). Task = improve forehand stroke. Two groups: 1) Experimental = used self-talk e.g. ‘lets go’, during training sessions, 2) Control – introduced to the tactical aspects of the stroke, but no self-talk
Understanding sources of SE
-Physiological states
- The perceptions individuals have over their physiological state
- When states (e.g. racing heart) are associated with poor performance, incompetence, and perceived failure = lower self-efficacy
- If the same physiological responses are perceived as facilitative = self-efficacy is enhanced
- Not the intensity of the physiological but its interpretation that is important
Understanding sources of SE
-Imaginal experiences
- Imagining themselves or others behaving effectively or ineffectively in situations
- See and feel oneself (or someone else) demonstrating competency
- Have been argued if vivid enough (or recalling previous experiences), it can be a form of performance accomplishment
- Can be particularly useful if the behaviour has not been performed previously
Understanding sources of SE
-Emotional states
- Not simply the product of physiological arousal
- Similar to how physiological arousal works
- When emotions and mood are associated with poor performance, incompetence, and perceived failure = lower self-efficacy (e.g. anxiety)
- If emotional states are perceived as facilitative = self-efficacy is enhanced )e.g. feeling energised or happy)
- Feeling in the right state of mind
Identify ways to measure SE
-Questionnaires
-Self-confidence (SC) and self-efficacy (SE) tend to be assessed using questionnaires
-SC questionnaire include general SC as well as SC related to sport. A common measure is the Trait Sport Confidence Inventory (TSCI; Vealey, 1986). All the scores are added up to indicate low, medium or high self-confidence. A= 13-46, B= 47-81, C= 82-117.
-Tend to be more SE questionnaire but these are less generalisable due to specific nature
