Self-Efficacy & Attribution

Question 1

Define self-confidence

Answer 1

One’s general belief that they have the ability to meet the demands of the situation

Question 2

Define self-efficacy

Answer 2

The degree of self confidence in a specific situation

Question 3

What does behaviour influence within self efficacy

Answer 3

Choice of activity

Effort Expenditure

Persistence

Question 4

Bandura’s model of Self-efficacy

Answer 4

Proposed that as we learn + master skills we develop increased levels of SE.

He stated that levels of SE are affected by 4 different factors.

Question 5

Bandura’s model of Self-efficacy

What are the 4 different factors that affect the levels of SE?

Answer 5

Performance Accomplishments

Vicarious Experiences

Verbal Persuasion

Emotional Arousal

(Descending order of influence on SE)

Question 6

Bandura’s model of Self-efficacy

Explain Performance Accomplishments

Answer 6

If successful in previous performances = ⬆️ SE (vice versa)

A beginner must develop SE to deal w/ failure

Past failures leads to lower expectations + lowers the possibility of future success.

Question 7

Bandura’s model of Self-efficacy

Explain Vicarious Experiences

Answer 7

If you watch someone perform a skill who is of a similar age + ability + they have success a the skill, your self-efficacy in that sport is likely to ⬆️.

“If they can do it, I can do it”

Question 8

Bandura’s model of Self-efficacy

Explain Verbal Persuasion

Answer 8

Involves encouraging performers to think they can do the task.

Must be carried out by a significant other who’s opinion you value

Question 9

Bandura’s model of Self-efficacy

Explain Emotional Arousal

Answer 9

The way performers interpret the arousal they feel will affect their feelings of confidence.

If +ive = SE will ⬆️
If -ive = SE will ⬇️

Stress management techniques used to help

Question 10

List strategies to combat low self-efficacy

Answer 10

Performance accomplishments

Vicarious experiences

Verbal persuasion

Emotional Arousal

Ensure players are mentally + physically prepared

Give role of responsibility

1:1 support

Question 11

STRATEGIES TO COMBAT LOW SELF-EFFICACY

Explain Performance accomplishments

Answer 11

Modify practises to provide opportunities for success.

+ive self talk

Watch recordings of previous successful experiences

Careful selection of comp.

Question 12

STRATEGIES TO COMBAT LOW SELF-EFFICACY

Explain vicarious experiences

Answer 12

Watch good quality demonstrations - more effective if model is similar

Question 13

STRATEGIES TO COMBAT LOW SELF-EFFICACY

Explain verbal persuasion

Answer 13

Praise

Encouragement

+ive fb

Question 14

STRATEGIES TO COMBAT LOW SELF-EFFICACY

Explain emotional arousal

Answer 14

Imagery to visualise success

Priorities perf. goals over outcome goals

Avoid social comparisons

Attribution re-training

Stress management techniques

Question 15

What did Bandura link with the expectancy of success

Answer 15

Found that those with high self-efficacy try harder + persist longer.

Whilst those with low self-efficacy give up in the face of difficulty attribute failure to internal courses + experience greater anxiety or depression.

Question 16

Define attribution

Answer 16

Reasons for success or failure.

Weiner proposed that achievement is relations to the attribution we make.

Question 17

What did Weiner conclude about the ways in which we tend to give reasons for winning or losing

Answer 17

Due to:

EFFORT

ABILITY

TASK DIFFICULTY

LUCK

And that these attributions can be categorised into 2 dimensions.

Question 18

What are the 2 dimensions into which Weiner categorises the attributions for winning or losing

Answer 18

Locus of causality dimension = Internal, due to us or external.

Stability dimension = stable (no change in ST) or unstable (change in ST)

Question 19

Explain Seiners model of attribution - not sports specific

Answer 19

1974

4 types of attribution (Ability, effort, task difficulty + luck).

Then organised them into 2 dimensions.

In 1979, added a 3rd attribution - Locus of control / controllability (there being under the control of the individual) vs uncontrollable attributions (under anyone’s control).

Question 20

Why are attributions important in sport?

Answer 20

They can explain a performers:

• Future motivation
• Level of perf.
• Expectations
• Task persistence

Question 21

What are the effects of attribution on self-confidence?

Answer 21

Internalising success = ⬆️ self confidence

Internalising failure = shame + incompetence

Question 22

What can good attribution lead to?

Answer 22

Self-serving bias

Attribution retraining

Question 23

What type of attribution is blaming the referee for a defeat

Answer 23

External + unstable

Question 24

POWER OF ATTRIBUTION - GOOD ATTRIBUTION

Explain self serving bias

Answer 24

Biased in attributes to protect self-esteem

Attribute success to internal reasons i.e passed better

Attribute failure to external reasons i.e poor refereeing

Question 25

POWER OF ATTRIBUTION - GOOD ATTRIBUTION

Explain attribution re-training

Answer 25

Coach needs to ensure success is attributed to stable, internal + controllable factors and that when failure occurs that it is external or unstable.

Question 26

What are the 3 ways to programme of attribution retraining

Answer 26

1. Record + discuss attributions for success + failure
2. Use video to analyse performance + adjust attribution
3. Devise a clear goal setting programme

Question 27

What are the errors in attribution?

Answer 27

Self-serving bias

Actor-observe effect

Incorrect attributions + gender bias

Question 28

ERROS IN ATTRIBUTION

Explain actor-observer effect

Answer 28

Attributions differ as to whether the individual is an actor or an observer:

ACTOR = External factors i.e “dropped the catch because the sun was in my eye”

OBSERVER = Internal factors i.e “She dropped the catch because she wasn’t concentrating”.

Question 29

ERROS IN ATTRIBUTION

Explain incorrect attributions + gender bias

Answer 29

Lenney, 1977 - Females have lower expectations of success.

That females attribute:

• SUCCESS to luck (unstable + external)
• FAILURE to lack of ability (internal + stable)

WHEREAS

Males attribute SUCCESS to ability (internal + stable) + FAILURE to external factors.

Question 30

Explain Dweck’s theory of LEARNED HELPLESSNESS

Answer 30

Failure is inevitable.

Caused by attributing failure to stable, internal uncontrollable factors, esp. lack of ability.

2 types:

SPECIFIC = “I’m useless at squash”

GLOBAL = “I’m useless at sport”

Question 31

What are the links with self-esteem + disaffection w/ physical activity

Answer 31

Those who experience learned helplessness see failure as the result of inevitable, uncontrollable factors.

Ind. learn that failure is inevitable so become demotivated.

Self Esteem is how a person sees themselves so ind. w/ low SE are more likely to blame themselves for failure.

Dweck argues that learned helpless children attribute their failure to things they have no control over i.e lack of ability.

Question 32

What do NAF people tend to attribute?

Answer 32

Success to external + unstable attributions

Failure to internal + stable attributions

Question 33

NAF people tend to attribute:

Success to external + unstable attributions

Failure to internal + stable attributions

What do they maintain by attributing this way?

Answer 33

Low motivation to achieve

+

May experienced learned helplessness

Question 34

Define attribution retraining

Answer 34

Means of changing the attributions people make so they will have a +ive effect.