Relational Efficacy Beliefs in Physical Activity Classes: A Test of the Tripartite Model

Ben Jackson, N.D. Myers, I.M. Taylor, M.R. Beauchamp

    Research output: Contribution to journalArticle

    10 Citations (Scopus)

    Abstract

    This study explored the predictive relationships between students' (N = 516, M-age = 18.48, SD = 3.52) tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes. Students reported their relational efficacy perceptions (i.e., other-efficacy and relation-inferred self-efficacy, or RISE) with respect to their instructor before a class, and instruments measuring self-efficacy, enjoyment, and effort were administered separately following the class. The following week, an independent observer assessed student achievement. Latent variable path analyses that accounted for nesting within classes revealed (a) that students were more confident in their own ability when they reported favorable other-efficacy and RISE appraisals, (b) a number of direct and indirect pathways through which other-efficacy and RISE predicted adaptive in-class outcomes, and (c) that self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement. Although previous studies have examined isolated aspects within the tripartite framework, this represents the first investigation to test the full range of direct and indirect pathways associated with the entire model.
    Original languageEnglish
    Pages (from-to)285-304
    JournalJournal of Sport & Exercise Psychology
    Volume34
    Publication statusPublished - 2012

    Fingerprint

    Self Efficacy
    Exercise
    Students
    Aptitude

    Cite this

    @article{4ac0900051d74e6ba911cde174e3a999,
    title = "Relational Efficacy Beliefs in Physical Activity Classes: A Test of the Tripartite Model",
    abstract = "This study explored the predictive relationships between students' (N = 516, M-age = 18.48, SD = 3.52) tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes. Students reported their relational efficacy perceptions (i.e., other-efficacy and relation-inferred self-efficacy, or RISE) with respect to their instructor before a class, and instruments measuring self-efficacy, enjoyment, and effort were administered separately following the class. The following week, an independent observer assessed student achievement. Latent variable path analyses that accounted for nesting within classes revealed (a) that students were more confident in their own ability when they reported favorable other-efficacy and RISE appraisals, (b) a number of direct and indirect pathways through which other-efficacy and RISE predicted adaptive in-class outcomes, and (c) that self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement. Although previous studies have examined isolated aspects within the tripartite framework, this represents the first investigation to test the full range of direct and indirect pathways associated with the entire model.",
    author = "Ben Jackson and N.D. Myers and I.M. Taylor and M.R. Beauchamp",
    year = "2012",
    language = "English",
    volume = "34",
    pages = "285--304",
    journal = "Journal of Sport & Exercise Psychology",
    issn = "0895-2779",
    publisher = "Human Kinetics Publishers",

    }

    Relational Efficacy Beliefs in Physical Activity Classes: A Test of the Tripartite Model. / Jackson, Ben; Myers, N.D.; Taylor, I.M.; Beauchamp, M.R.

    In: Journal of Sport & Exercise Psychology, Vol. 34, 2012, p. 285-304.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Relational Efficacy Beliefs in Physical Activity Classes: A Test of the Tripartite Model

    AU - Jackson, Ben

    AU - Myers, N.D.

    AU - Taylor, I.M.

    AU - Beauchamp, M.R.

    PY - 2012

    Y1 - 2012

    N2 - This study explored the predictive relationships between students' (N = 516, M-age = 18.48, SD = 3.52) tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes. Students reported their relational efficacy perceptions (i.e., other-efficacy and relation-inferred self-efficacy, or RISE) with respect to their instructor before a class, and instruments measuring self-efficacy, enjoyment, and effort were administered separately following the class. The following week, an independent observer assessed student achievement. Latent variable path analyses that accounted for nesting within classes revealed (a) that students were more confident in their own ability when they reported favorable other-efficacy and RISE appraisals, (b) a number of direct and indirect pathways through which other-efficacy and RISE predicted adaptive in-class outcomes, and (c) that self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement. Although previous studies have examined isolated aspects within the tripartite framework, this represents the first investigation to test the full range of direct and indirect pathways associated with the entire model.

    AB - This study explored the predictive relationships between students' (N = 516, M-age = 18.48, SD = 3.52) tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes. Students reported their relational efficacy perceptions (i.e., other-efficacy and relation-inferred self-efficacy, or RISE) with respect to their instructor before a class, and instruments measuring self-efficacy, enjoyment, and effort were administered separately following the class. The following week, an independent observer assessed student achievement. Latent variable path analyses that accounted for nesting within classes revealed (a) that students were more confident in their own ability when they reported favorable other-efficacy and RISE appraisals, (b) a number of direct and indirect pathways through which other-efficacy and RISE predicted adaptive in-class outcomes, and (c) that self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement. Although previous studies have examined isolated aspects within the tripartite framework, this represents the first investigation to test the full range of direct and indirect pathways associated with the entire model.

    M3 - Article

    VL - 34

    SP - 285

    EP - 304

    JO - Journal of Sport & Exercise Psychology

    JF - Journal of Sport & Exercise Psychology

    SN - 0895-2779

    ER -