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Relational Efficacy Beliefs in Physical Activity Classes: A Test of The Tripartite Model By: Muhammad Arif Aizuddin Abdullah

Relational Efficacy Beliefs in Physical Activity Classes.pptx

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Page 1: Relational Efficacy Beliefs in Physical Activity Classes.pptx

Relational Efficacy Beliefs in Physical Activity Classes: A Test of The

Tripartite Model

By: Muhammad Arif

Aizuddin Abdullah

Page 2: Relational Efficacy Beliefs in Physical Activity Classes.pptx

According to Bandura (1977) define the Self-efficacy represents an individual’s belief in his or her capabilities to produce a given course of action. Exploring the additional efficacy beliefs that develop alongside and complement self-efficacy within interdependent settings also being discovered by the researchers (Bandura, 2000; Lent & Lopez, 2002).

Introduction

Page 3: Relational Efficacy Beliefs in Physical Activity Classes.pptx

In “tripartite conceptualization” of efficacy beliefs in close interactions, individuals’ confidence is in their own ability to perform in a given context (i.e., self-efficacy) exists alongside their confidence in the capabilities of important others (Lent and Lopez (2002)). In independent settings, Bandura (1997), Lent and Lopez (2002) proposed that a high degree of confidence in one’s own ability aligns with a desirable profile of outcomes within close interactions, in the form of engagement, effort, enjoyment, and personal performance

Introduction

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To explore the predictive relationship between student’s tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes.

Research Purpose

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Method Participant 516 Australian undergraduate students (male = 254, female = 249, 13 did not declare)Recruited from compulsory physical activity classes (i.e tennis)Students participated in one 90-min tennis class per week & did not participate in any compulsory physical activity classes other than their tennis sessions.

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Method Instrument1. Open-ended two-section questionnaire (Self-efficacy and Relation Inferred Self-efficacy (RISE))2. Five-item effort subscale from the Intrinsic Motivation Inventory (IMI)3. Seven-item scale derived from Pekrun and colleagues’ Achievement Emotions Questionnaire–Mathematics (AEQ-M)4. End-of semester assessments (undertake a series of technical, tactical, and instructional tasks specific)

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Method Measurement1. Efficacy Beliefs2. Effort3. Enjoyment4. Achievement

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Result

Latent variable pathanalyses that accounted for nesting within classes revealed:1. Students were more confident in their own ability when they reported favorable other-efficacy and RISE appraisals2. A number of direct and indirect pathways through which other efficacy and RISE predicted adaptive in-class outcomes3. Self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement.

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Discussion

The results of this study revealed a series of noteworthy findings. i. Students’ relational efficacy perceptions about their instructors (i.e., other-efficacy, RISE) appeared to play a pivotal role in predicting their confidence in their own ability. ii. Other-efficacy and RISE also exhibited multiple direct and indirect predictive pathways with respect to effort, enjoyment, and achievement.

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Discussion

iii. Finally, the researcher observed the positive effects for students’ self-efficacy perceptions in relation to physical activity class outcomes

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References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. PubMed doi:10.1037/0033-295X.84.2.191Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75–78. doi:10.1111/1467-8721.00064Lent, R.W., & Lopez, F.G. (2002). Cognitive ties that bind: A tripartite view of efficacy beliefs in growth-promoting relationships. Journal of Social and Clinical Psychology, 21, 256–286. doi:10.1521/jscp.21.3.256.22535