Relational Efficacy Beliefs in Physical Activity Classes: A Test of The
Tripartite Model
By: Muhammad Arif
Aizuddin Abdullah
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
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
To explore the predictive relationship between student’s tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes.
Research Purpose
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.
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)
Method Measurement1. Efficacy Beliefs2. Effort3. Enjoyment4. Achievement
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.
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.
Discussion
iii. Finally, the researcher observed the positive effects for students’ self-efficacy perceptions in relation to physical activity class outcomes
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