Journal Article•
Self-modeling theory and its applications in competition situations
TL;DR: In this article, a survey on the use of self-modeling theory as a base for training and therapeutic applications, and the future prospects of its application to a competitive sport is discussed.
Abstract: The purpose of this study was to conduct a survey on the use of the self-modeling theory as a base for training and therapeutic applications, and to discuss the future prospects of its application to a competitive sport. Evidently, two lines of thought have driven the development of these applications: (a) an extension of peer modeling and (b) a description of personal success. Previous studies reported that intervention based on the self-modeling theory was implemented for academic and vocational issues, communication, social adaptation, and physical skills (rehabilitation, sports). The psychological effects of these interventions were recognized through improvement in self-efficacy and motivation. In addition, the acquisition of adaptive behaviors and performance improvement indicated the behavioral or performance effects of these interventions. These research evidences will help in the application of practical intervention by using the motivation video. Finally, we showed the future prospects of the practical intervention by using the motivation video based on the
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TL;DR: This article seeks to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating the many ways in which moderators and mediators differ, and delineates the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena.
Abstract: In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.
80,095 citations
Book•
01 Jan 1997TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Abstract: Albert Bandura and the Exercise of Self-Efficacy Self-Efficacy: The Exercise of Control Albert Bandura. New York: W. H. Freeman (www.whfreeman.com). 1997, 604 pp., $46.00 (hardcover). Enter the term "self-efficacy" in the on-line PSYCLIT database and you will find over 2500 articles, all of which stem from the seminal contributions of Albert Bandura. It is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. Self-efficacy (SE) has proven to be a fruitful construct in spheres ranging from phobias (Bandura, Jeffery, & Gajdos, 1975) and depression (Holahan & Holahan, 1987) to career choice behavior (Betz & Hackett, 1986) and managerial functioning (Jenkins, 1994). Bandura's Self-Efficacy: The Exercise of Control is the best attempt so far at organizing, summarizing, and distilling meaning from this vast and diverse literature. Self-Efficacy may prove to be Bandura's magnum opus. Dr. Bandura has done an impressive job of summarizing over 1800 studies and papers, integrating these results into a coherent framework, and detailing implications for theory and practice. While incorporating prior works such as Social Learning Theory (Bandura, 1977) and "Self-efficacy mechanism in human agency" (Bandura, 1982), Self-Efficacy extends these works by describing results of diverse new research, clarifying and extending social cognitive theory, and fleshing out implications of the theory for groups, organizations, political bodies, and societies. Along the way, Dr. Bandura masterfully contrasts social cognitive theory with many other theories of human behavior and helps chart a course for future research. Throughout, B andura' s clear, firm, and self-confident writing serves as the perfect vehicle for the theory he espouses. Self-Efficacy begins with the most detailed and clear explication of social cognitive theory that I have yet seen, and proceeds to delineate the nature and sources of SE, the well-known processes via which SE mediates human behavior, and the development of SE over the life span. After laying this theoretical groundwork, subsequent chapters delineate the relevance of SE to human endeavor in a variety of specific content areas including cognitive and intellectual functioning; health; clinical problems including anxiety, phobias, depression, eating disorders, alcohol problems, and drug abuse; athletics and exercise activity; organizations; politics; and societal change. In Bandura's words, "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). People's SE beliefs have a greater effect on their motivation, emotions, and actions than what is objectively true (e.g., actual skill level). Therefore, SE beliefs are immensely important in choice of behaviors (including occupations, social relationships, and a host of day-to-day behaviors), effort expenditure, perseverance in pursuit of goals, resilience to setbacks and problems, stress level and affect, and indeed in our ways of thinking about ourselves and others. Bandura affirms many times that humans are proactive and free as well as determined: They are "at least partial architects of their own destinies" (p. 8). Because SE beliefs powerfully affect human behaviors, they are a key factor in human purposive activity or agency; that is, in human freedom. Because humans shape their environment even as they are shaped by it, SE beliefs are also pivotal in the construction of our social and physical environments. Bandura details over two decades of research confirming that SE is modifiable via mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological states, and that modified SE strongly and consistently predicts outcomes. SE beliefs, then, are central to human self-determination. STRENGTHS One major strength of Self-Efficacy is Bandura's ability to deftly dance from forest to trees and back again to forest, using specific, human examples and concrete situations to highlight his major theoretical premises, to which he then returns. …
46,839 citations
Book•
11 Oct 1985TL;DR: In this paper, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
Abstract: 1. Models of Human Nature and Casualty. 2. Observational Learning. 3. Enactive Learning. 4. Social Diffusion and Innovation. 5. Predictive Knowledge and Forethought. 6. Incentive Motivators. 7. Vicarious Motivators. 8. Self-Regulatory Mechanisms. 9. Self-Efficacy. 10. Cognitive Regulators. References. Index.
11,264 citations
TL;DR: In this article, the authors identify categories of application made possible by current knowledge and technology (e.g., use of hidden supports, selectively editing low-frequency behaviors) for self-modeling interventions.
Abstract: About 150 studies exist in print, examining the use of self modeling (mostly in the video medium) in a variety of training and therapeutic applications. Evidently, two lines of thoughts have driven the development of these applications: (a) an extension of peer modeling or (b) a description of personal success. Studies report self-modeling interventions for physical skills (rehabilitation, sports), academic and vocational issues, communication, and personal and social adjustment. A wide range of ages (toddler to grandparent) and diverse developmental conditions have been addressed. The most fruitful applications may be those that emphasize the image of future success —skills not previously attained and adaptive responses to a challenging context. Rather than examine efficacy related to target “problems,” this review identifies categories of application made possible by current knowledge and technology (e.g., use of hidden supports, selectively editing low-frequency behaviors). Seven such categories are identified and illustrated with descriptions of interventions. The evidence is used to argue for the recognition of learning from the observation of one's own successful or adaptive behavior (or images of it) as a mechanism in its own right.
406 citations
TL;DR: The authors investigated how attributed peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school and found that children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models.
Abstract: In two experiments, we investigated how attributed of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. In Experiment 1, children (M = 10.6 years) observed either a same- or opposite-sex peer model demonstrating rapid (mastery model) or gradual (coping model) acquisition of fraction skills. Observing a coping model led to higher self-efficacy, skill, and training performance. In Experiment 2, children (M = 10.9 years) observed either one or three same-sex peer models demonstrating mastery or coping behaviors while solving fractions. Children in the single-coping model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance, compared with subjects who observed a single mastery model. In both studies, children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models.
388 citations