Relation-inferred Self-efficacy Research Articles

Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention

Purpose: This study investigated the effects of a Teaching Personal and Social Responsibility (TPSR)-based physical education (PE) program on students’ responsibility and tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE)). Methods: A quasiexperimental design with pretest and posttest quantitative methods was applied. The participants were 114 students assigned to the control or experimental group. Results: The results indicated that compared with both control group students and their own baseline values, the experimental group reported significant improvements in responsibility, self-efficacy, other-efficacy, and RISE. Conclusions: Implementing the TPSR model in PE can not only positively affect students’ responsibility but also boost students’ efficacy beliefs through the model’s five formats (e.g. awareness talk) and application strategies (e.g. empowerment). PE educators are encouraged to strictly comply with implementing details of the TPSR model to effectively improve efficacy beliefs.

Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers

Abstract Background The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model. Results Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding. Conclusions This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.

상담자 자기효능감의 관계적 원천에 관한 연구

A tripartite model of relational efficacy beliefs which explains how self-efficacy developswithin close relationships was applied to the context of counseling supervision to confirmrelational sources of counselor self-efficacy. Survey data about relational efficacy beliefs werecollected from 153 counselors and analyzed using AMOS 21.0. The results of path analysis showthat counselor self-efficacy is well predicted by counselors' beliefs about how their supervisorsperceive counselors' ability(Relation-Inferred Self-Efficacy: RISE), and counselors' beliefs aboutthe supervisors' ability(other-efficacy) and counselors' length of counseling experience moderatethe strength of this relationship. Furthermore, other-efficacy predicts RISE and supervisoryrelationships. It is suggested that RISE and other-efficacy play important roles as relationalsources of counselor self-efficacy in a supervisory relationship.

Students’ efficacy profiles and outcomes of perceived relation-inferred self-efficacy support in physical education

ABSTRACT Studies based on efficacy beliefs have reported the importance of the relation-inferred self-efficacy (RISE) of students in physical education (PE). To better understand the role of perceived RISE support in student efficacy profiles and outcomes in PE, this study was to: (a) test the mediating effect of RISE in the relationships between the 3 dimensions of RISE support (i.e., positive recognition, task assignment, and relationship establishment) and self-efficacy; and (b) identify the relationship among the 3 dimensions of RISE support, RISE, self-efficacy, and outcomes (i.e., effort, enjoyment, and helping others). A 2-stage study employing structural equation modelling was conducted. The first stage included 372 middle school students with an average age of 14.13 ± 0.96 years, and the second included 402 middle school students with an average age of 13.90 ± 0.97 years. The first-stage results indicated that the relationships between the 3 dimensions of RISE support and self-efficacy were mediated by RISE. The second-stage results demonstrated that the 3 dimensions of RISE support positively predicted RISE and self-efficacy, which in turn positively predicted the outcomes. These findings provide insights into the efficacy profiles and outcomes of perceived RISE support. From a practical perspective, we suggest that RISE support strategies be applied in PE classes.

고교 야구선수의 삼분법적 자기효능감이 심리적 욕구, 자기결정동기, 집단효능감에 미치는 영향

Purpose: Grounded in tripartite efficacy theory (TET), the purpose of this study is to investigate the relations among collective efficacy, self-determined motivation, basic psychological needs and tripartite efficacy on high school baseball athlete students.<BR> Method: To this end, four-hundred eleven athlete students participated in this study by completing the pack of questionnaire tapping the targeted variables. To test the research hypotheses, SPSS and AMOS statistical programs were used.<BR> Results: The results showed that first, self-efficacy (i.e., confidence in their own capabilities) within tripartite efficacy was positively related to psychological need satisfaction, autonomic motivation and collective efficacy of the baseball players. Second, the relation-inferred self-efficacy (i.e., their coach’s confidence in their ability as an athlete) was positively associated with competence and relatedness within basic psychological needs, and autonomic and controlling motivation, whereas it was negatively associated with autonomy and amotivaition. It also was negatively associated with collective efficacy.<BR> Conclusion: Overall, the other-efficacy (i.e., their confidence in their coach’s ability) was positively associated with autonomy, relatedness and collective efficacy, whereas it was negatively associated with competence, controlling motivation and amotivation. Further details and future directions remain to be discussed.

코치의 삼분법적 효능감, 직무열의, 코칭만족 및 지속의도의 구조적 관계

Purpose: This study identify the impact of the coach’s tripartite efficacy on their job engagement, coaching satisfaction and adherence intentions, and also reveal differences in coaching career. Methods: To achieve us goal, we surveyed 220 coaches who were coaching athletes. The investigative tools we used are test sites for coach’s tripartite efficacy, job engagement, coaching satisfaction, and adherence intentions, which were modified and used to suit research purposes. Results: First, The self-efficacy, other-efficacy and relation-inferred self-efficacy of coach’s tripartite efficacy had an effect on coach’s job engagement. Second, It has been confirmed that an influential path between coach’s tripartite efficacy, job engagement, coaching satisfaction and adherence intention is formed. third, The influence on the variables of the route formed depending on the coaching career was different. Conclusion: Based on the results of this study, it was confirmed that the tripartite efficacy and job engagement, including the relationship between the coach and the player, effect the coach’s positive psychology. In addition, it could be predicted that the relationship with the player is important when the coaching experience is high. Follow-up research in this needs to be continued to build practical data for field leaders.

Tripartite efficacy and behavior of clients working with a personal trainer

Personal trainers are a common social agent in the exercise workforce. However, little is known about their impact on the psychosocial or behavioral outcomes of their clients. This two-study project used the tripartite efficacy framework to elucidate the client outcomes of working with a personal trainer. The first study examined the multivariate relationship of clients’ tripartite efficacy beliefs with their perceptions of their interpersonal relationship with their trainer. Overall, there was a strong positive multivariate relationship between the tripartite efficacy beliefs and perceptions of interpersonal closeness, complementarity, and commitment. The second study examined client tripartite efficacy beliefs as predictors of their self-reported behavioral outcomes of in-session effort and moderate-to-vigorous physical activity. Path analysis showed relation-inferred self-efficacy and other-efficacy to be significant and strong positive predictors of self-efficacy. Other-efficacy and self-efficacy were significant positive predictors of in-session effort. These findings highlight that personal trainers can influence the amount of effort clients put forth when the client is confident in the trainer’s ability. Lay summary: We examined clients’ relationships to their personal trainer and exercise behaviors. When clients felt confident in the relationship with their trainer, they felt closer and more connected to their trainer. Relationship confidence beliefs also influenced how hard clients worked during sessions with their trainer. Implications for practice Personal trainers should model behaviors that increase clients’ confidence in the personal trainer–client working relationship. When the client is confident in their trainer, the client reports working harder during sessions. Clients’ self-confidence beliefs are influenced by their perceptions of how the personal trainer feels about their ability during sessions.

Efficacy Beliefs Are Related to Task Cohesion: Communication Is a Mediator

Efficacy beliefs and communication are key constructs that have been targeted to develop task cohesion. This study’s purpose was to (a) examine whether collective efficacy, team-focused other-efficacy, and team-focused relation-inferred self-efficacy are predictive of task cohesion and (b) evaluate the possibility that communication mediates efficacy–task cohesion relationships. British university team-sport athletes (N = 250) completed questionnaires assessing efficacy beliefs, communication (i.e., positive conflict, negative conflict, and acceptance communication), and task cohesion (i.e., attractions to group, group integration). Data were subjected to a multigroup path analysis to test mediation hypotheses while also addressing potential differences across males and females. Across all athletes, collective efficacy and team-focused other-efficacy significantly predicted attractions to group and group integration directly. Positive conflict and acceptance communication significantly mediated relationships between efficacy (team-focused other-efficacy, collective efficacy) and cohesion (attractions to group, group integration). Findings suggest that enhancing athletes’ collective efficacy and team-focused efficacy beliefs will encourage communication factors affecting task cohesion.

Effects of Peer Encouragement on Efficacy Perceptions and Physical Performance in Children.

Social interactions are theorized to inform relation-inferred self-efficacy (RISE), which, in turn, may influence self-efficacy and behavior. This study investigated the effects of peer encouragement on RISE, task self-efficacy, and physical performance. Children (N = 84) were assigned to dyads and randomized to provide peer encouragement to one another or not (control group). Participants completed two endurance handgrip trials, separated by a cognitively demanding task intended to induce mental fatigue and increase the salience of the peer encouragement manipulation. Participants in the experimental group exchanged words of encouragement prior to the second endurance trial, whereas those in the control group did not. The peer encouragement group reported higher RISE and showed increased performance across trials compared with controls. Providing peer encouragement prior to a challenging physical task was associated with more positive RISE perceptions and improved physical performance.

Associations among the advisory working alliance and research self-efficacy within a relational-efficacy framework.

Using a relational-efficacy framework, we examined the advisory working alliance and its associations with research self-efficacy among clinical and counseling psychology doctoral-level students. Moreover, we examined whether the association between the advisory working alliance was indirectly associated with research self-efficacy by way of relation-inferred self-efficacy (RISE; i.e., how advisees perceive their advisors view their research abilities). Next, we examined whether other-efficacy (i.e., how advisees view their advisors' research abilities) moderated the relationship between RISE and research self-efficacy. Last, to add confidence in our findings, we tested a theoretically plausible alternative model against our specified model to determine which might better fit the data. Doctoral-level students (N = 144) from American Psychological Association-accredited clinical and counseling psychology programs completed questionnaires measuring the advisory working alliance, RISE, other efficacy, and research self-efficacy. Results from mediation analysis found that the link between the advisory working alliance and research self-efficacy operated indirectly through RISE. Furthermore, other-efficacy moderated the relationship between RISE and research self-efficacy such that this relationship was stronger at higher levels of other efficacy. Finally, results indicated that the original specified model fit the data better than the alternative model. Taken together, findings suggest that advisory working alliance may transmit relationship-specific information to students that in turn fosters students' perceived research self-efficacy. However, the extent to which this relationship-specific information fosters research self-efficacy may depend in part on the extent to which students view their advisors as adept and competent researchers. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Coaching Behaviors as Sources of Relation-Inferred Self-Efficacy (RISE) in American Male High School Athletes

Perceptions of relation-inferred self-efficacy (RISE) are developed from the interpretation of another’s verbal and nonverbal behaviors and have been shown to impact self-efficacy, which, in sport, can influence areas such as an individual’s choice to participate and level of enjoyment. This qualitative study identified specific coaching behaviors that high school male athletes use to inform their RISE beliefs. Forty-three high school male student-athletes participated in focus group interviews regarding their high school sport experiences, specifically related to how they perceive various coaching behaviors. Analysis revealed seven major themes: general encouragement, efficacy building statements, instruction, task-oriented statements, challenging opportunities, focused interpersonal attention, and expressiveness. A unique aspect compared to similar studies was the emergence of subthemes related to coaches caring about academic performance or providing opportunities to be a starter or leader on the team. Findings provided support for the tripartite model of efficacy beliefs in that high school athletes were aware and perceptive of different coaching behaviors they personally experienced. There was also a strong desire conveyed by the student-athletes for a personal relationship with their coaches outside of the athletic setting, indicating that coaches should do their best to communicate individually to each athlete.

Development and Validation of the Teacher RISE Support Scale in Physical Education

Purpose: To develop a measure of student-perceived teacher relation-inferred self-efficacy (RISE) support in physical education in terms of the Teacher RISE Support Scale, through a series of three studies.Methods: In Studies 1 and 2, interviews, exploratory factor analysis, and confirmatory factor analysis were conducted to develop a conceptually sound and psychometrically robust measure for teachers’ RISE-supporting behaviors. In Study 3, the authors examined the concurrent validity of teachers’ RISE support construct in relation to students’ RISE and relevant student outcomes.Results: The three-factor, second-order structure of the Teacher RISE Support Scale was confirmed, with results supporting construct validity and providing evidence of factorial, convergent, and discriminant validity. Furthermore, structural equation modeling supported concurrent validity, showing that students’ perceptions of teacher RISE support correlated positively with RISE and responsibility.Conclusions: Overall, the results provide preliminary evidence for the reliability and validity of the Teacher RISE Support Scale as a measurement for teacher RISE-supporting behaviors in physical education.

You can do it! An experimental evaluation of an encouragement intervention for female students

ABSTRACT Although encouragement is a prevalent means of social support in everyday life, the empirical study of encouragement interventions has been sparse. Therefore, in this study, the authors evaluated an encouragement letter writing intervention. Participants were 140 (70 pairs of) doctoral advisors and their female advisees in Ph.D. psychology programs. Participants were randomly assigned to an experimental condition (advisors wrote and emailed a letter of encouragement to their advisees concerning their research potential) or a control condition (advisors wrote but did not send their letter of encouragement). About one month later, advisees in the experimental condition reported a greater increase in the advisor-advisee rapport (ηp 2 = .12), interest in conducting research (ηp 2 = .06), and interest in being a professor at a research-intensive university (ηp 2 = .06) than those in the control condition. The advisor-advisee rapport, but not advisees’ relation-inferred self-efficacy, mediated the positive effects of the encouragement letter.

Caring Rehabilitation Climate, the Tripartite Efficacy Framework, and Adherence to Rehabilitation Programs Among Individuals With Parkinson's Disease: A Multiple Mediation Analysis.

Adherence to physical therapy (PT) and secondary prevention programs (SPPs) is particularly low for individuals with Parkinson's disease. Preliminary research has linked perceptions of caring climates as well as enhanced tripartite efficacy perceptions to adherence during rehabilitation programs. In light of such preliminary research, the purpose of this study was threefold: (1) to examine relationships between perceptions of a caring climate and the 3 efficacy constructs within the tripartite model, (2) to examine the relationship between the tripartite efficacy constructs and adherence to PT/SPP exercises, and (3) to determine whether tripartite efficacy beliefs mediated the relationship between caring climate perceptions and adherence. A total of 77 individuals with Parkinson's disease who were currently or recently enrolled in PT or an SPP were recruited and surveyed about their perceptions of the caring climate of their rehabilitation clinic, their tripartite efficacy perceptions, and their adherence to rehabilitation. Correlations and a multiple mediation analysis were conducted to address the purposes of this study. Results showed significant positive associations between all variables; however, all paths within the proposed mediation model were not significant. Specifically, the c paths linking the tripartite efficacy constructs with adherence were not significant. A follow-up analysis was undertaken to address potential suppression effects within the mediating variables, and this analysis revealed a statistically significant model with relation-inferred self-efficacy (RISE) as a sole mediator of the relationship between caring perceptions and adherence to rehabilitation. Several practical implications can be gleaned from the current study. First, practitioners should strive to enhance the caring climate of their clinic by employing techniques reported in previous literature, such as creating a supportive atmosphere, displaying benevolence, and paying attention. In addition, the results suggest that individuals' RISE perceptions, in particular, could be a viable target for enhancing adherence.

Self-belief in youth sport: How the relation-inferred self-efficacy (RISE) model can be used to improve the communication skills of physiotherapists and coaches

This paper examines the notion of self-belief in young athletes and its role in maintaining good performance. We draw on the concept of self-efficacy (Bandura, 1990, 1997) and suggest that revisions to Bandura’s original model to improve its explanatory power, particularly in a sporting context. We believe that the addition of two interpersonal components (see Lent &amp; Lopez, 2002) can guide the communication skills of coaches and members of their support team, such as physiotherapists. A fictitious case illustration is used as a vehicle to show how the above concepts can be used in a clinical situation where a young athlete was displaying performance anxiety which, in part, resulted from the poor communication skills of the athlete’s support team (coach and physiotherapist). We make recommendations about how the communication can be improved.

Interdependent Tripartite Efficacy Perceptions and Individual Performance: Case Study of a Boys' Basketball Team.

Tripartite efficacy refers to the beliefs of the individuals within a dyad regarding personal abilities (self-efficacy), the partner's abilities (other-efficacy), or relation-inferred self-efficacy. This efficacy model has recently gained popularity in sports research (Jackson, Whipp, & Beauchamp, 2013), although there has not been any longitudinal research on efficacy beliefs and performance within this complex intra-dyad tripartite efficacy model. In a case study, we examined six individual players on a high school basketball team to explore any longitudinal changes in these tripartite efficacy beliefs through a season of play. On seven data collection periods, players completed the Basketball-Tripartite Efficacy Measure, and their game performance statistics were analyzed with an objective basketball individual performance formula. We found similar variations between participants' other-efficacy beliefs and the dyad partner's basketball performance score as well as between self-efficacy and individual performance score. Observational data from this case study lend some support to spiraling of self-efficacy and performance from repeated successes or failures and to perceived efficacy-performance plateaus that have been previously demonstrated in controlled experimental research. Importantly, this study suggests the presence of other-efficacy beliefs in their relationship to other-performance and to spiraling relationships between other-efficacy beliefs and other-performance, which have not been demonstrated previously.

An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences.

Research grounded in self-determination theoryhas demonstrated the important role of teachers in shaping students' physical educationexperiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theoryprinciples could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, Mage = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, Mage = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a)perceived relatedness support and (b)enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other-efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical educationteachers' relatedness-supportive instructional behaviors.

Prediction of Tripartite Efficacy Beliefs on Tennis Performance of Elective Course in University

The purpose of this study was to examine the prediction of tripartite efficacy beliefs on the tennis performance based on the tripartite efficacy model proposed by Lent and Lopez (2002). Participants in this study were 196 students in elective tennis course (M = 165, F = 31, Mean age = 19.9) from a university of northern Taiwan. All participants were asked to complete the tripartite efficacy scale and sport performance scale. The study found following results: (1) There are positive correlations between performance and tripartite efficacy (self-efficacy, other-efficacy and relation-inferred self-efficacy), meanwhile all tripartite efficacy perceptions could significantly predict the performance of students. (2) The higher other-efficacy and relation-inferred self-efficacy are beneficial to develop the higher self-efficacy. (3) By path analysis, it was found that other-efficacy and relation-inferred self-efficacy was fully mediated the tennis performance via self-efficacy. This study supports Lent and Lopez tripartite efficacy model, where ＂other-efficacy and relation-inferred self-efficacy＂ plays an important cognitive mechanism in influencing the individual’s self-efficacy. This study suggests that physical education instructors should encourage students with positive interactions, by verbal and non-verbal feedback, in order to enhance tripartite efficacy beliefs and promote performance.

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students' motivation, behavioral engagement, and social anxiety.

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students’ relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students’ perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE.

Athletes’ Perceptions of Coaching Behavior, Relation-Inferred Self-Efficacy (RISE), and Self-Efficacy in Youth Sport

Research implies that athletes’ perceptions of how coaches view their abilities (relation-inferred self-efficacy [RISE]) stems from verbal and nonverbal interactions. We investigated relationships between youth athletes’ perceptions of RISE-relevant coaching behavior, RISE, and self-efficacy. A RISE-relevant behavior measure was developed in Phase 1. In Phase 2, youth athletes (N = 277) completed questionnaires designed to measure the target variables. All of the variables were positively correlated, and RISE was found to mediate the relationship between coaching behavior and self-efficacy.