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Journal articles on the topic 'Performance Self-confidence'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Azimova, M. "Self-confidence in Oral Performance." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 444–52. http://dx.doi.org/10.33619/2414-2948/53/52.

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This article indicates the level of self-confidence during the oral performance of the students such as in speaking activities as well as the self-efficacy in their oral task achievements. Self-confidence is believed to be a psychological factor which has a considerable influence on students’ speaking skills. The purpose of this article is identifying the student’s self-confidence conducting the students’ survey on their self-confidence, in acquiring the English language with the help of questionnaire and students’ responds are analyzed by the author.

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2

Hollenbeck, George P., and Douglas T. Hall. "Self-confidence and Leader Performance." Organizational Dynamics 33, no. 3 (August 2004): 254–69. http://dx.doi.org/10.1016/j.orgdyn.2004.06.003.

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3

FELTZ, DEBORAH L. "Self-Confidence and Sports Performance." Exercise and Sport Sciences Reviews 16 (1988): 423???458. http://dx.doi.org/10.1249/00003677-198800160-00016.

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4

Woodman, Tim, Sally Akehurst, Lew Hardy, and Stuart Beattie. "Self-confidence and performance: A little self-doubt helps." Psychology of Sport and Exercise 11, no. 6 (November 2010): 467–70. http://dx.doi.org/10.1016/j.psychsport.2010.05.009.

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5

George, Thomas R. "Self-Confidence and Baseball Performance: A Causal Examination of Self-Efficacy Theory." Journal of Sport and Exercise Psychology 16, no. 4 (December 1994): 381–99. http://dx.doi.org/10.1123/jsep.16.4.381.

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Using path analytic techniques, the causal relationships in Bandura's model of self-efficacy were examined in a field setting. Male intercollegiate and interscholastic baseball players (N = 53) completed self-report measures over a nine-game period during the baseball season. Perceptions of self-efficacy, competitive state anxiety, effort expenditure, and objective hitting performance were measured. Moderate support for Bandura's model was found in that higher performances predicted stronger percepts of efficacy in six games, and lower levels of somatic and cognitive anxiety were associated with stronger self-efficacy beliefs in seven games. In turn, stronger self-efficacy predicted greater effort in six games and higher hitting performance in five games. Results are discussed in relation to the ecological validity of previous causal examinations of self-efficacy theory, as well as the utility of self-efficacy theory as a framework for investigating the self-confidence-performance relationship.

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6

Beattie, Stuart, Lew Hardy, and Tim Woodman. "Precompetition Self-Confidence: The Role of the Self." Journal of Sport and Exercise Psychology 26, no. 3 (September 2004): 427–41. http://dx.doi.org/10.1123/jsep.26.3.427.

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Higgins’ (1987) self-discrepancy theory holds that certain emotions occur as a result of discrepancies between pairs of psychological entities called self-guides. The present study explored self-discrepancies in self-confidence in relation to performance and cognitive anxiety. Slalom canoeists (n = 81) reported ideal, ought, and feared levels of self-confidence 3 hours before a national ranking slalom tournament. Within a half-hour of the start of the race, canoeists reported their actual self-confidence and cognitive anxiety levels. Hierarchical multiple-regression analyses revealed that self-discrepancies predicted significantly more performance variance than actual self-confidence alone. Additionally, hierarchical multiple-regression analyses revealed that, contrary to the specific predictions of self-discrepancy theory, ideal and feared discrepancies (not “ought” and “feared” discrepancies) significantly predicted cognitive anxiety. Additional findings, implications, and directions for further research into the nature of the self in sport are discussed.

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7

Petruzzello, Steven J., and Charles B. Corbin. "Tie Effects of Performance Feedback on Female Self-Confidence." Journal of Sport and Exercise Psychology 10, no. 2 (June 1988): 174–83. http://dx.doi.org/10.1123/jsep.10.2.174.

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Research has suggested that females lack self-confidence in their abilities to perform in certain physical activity situations. This "situational vulnerability," however, is not characteristic of all age levels. The present research was designed to determine if situational vulnerability was characteristic of college-age females and to determine if postperformance feedback would enhance self-confidence. Further, the research was designed to determine if feedback-enhanced self-confidence would generalize to a different task. In Study 1, males and females (N=381) rated the gender appropriateness of several motor tasks and made confidence ratings. In Study 2, high and low confidence college-age women (N=69) were tested to determine if feedback increased confidence on a gender-neutral task.. Subjects were then tested for confidence after performing a different task to determine if feedback-produced confidence differences were enduring. The results indicated that both tasks were rated as gender-neutral, but college-age females lacked confidence when compared to males. Feedback did improve confidence for low confidence females, but this feedback-enhanced self-confidence did not generalize to a different motor task. It is suggested that a fourth factor, namely lack of experience, be added to Lenney's (1977) situational vulnerability hypothesis as a factor likely to affect female self-confidence.

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8

Kleitman, Sabina, and Lazar Stankov. "Self-confidence and metacognitive processes." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 45–69. http://dx.doi.org/10.2298/zipi0501045k.

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This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132) were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI), and a Verbal Reasoning Test (VRT). The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296) employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.

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9

Chapman, Chris, Andrew M. Lane, John H. Brierley, and Peter C. Terry. "Anxiety, Self-Confidence and Performance in Tae Kwon-Do." Perceptual and Motor Skills 85, no. 3_suppl (December 1997): 1275–78. http://dx.doi.org/10.2466/pms.1997.85.3f.1275.

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142 male Tae Kwon-do competitors completed the Competitive State Anxiety Inventory–2 about 1 hr. before competition. Multivariate analysis of variance showed that the players who won reported lower cognitive and somatic anxiety and higher self-confidence than those who lost. Discriminant function analysis indicated that 89 (62.68%) participants could be correctly classified as winners or losers on the basis of their precompetition Competitive State Anxiety Inventory–2 scores. The findings concur with previous research in karate.

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10

Stankov, Lazar, and John D. Crawford. "Self-confidence and performance on tests of cognitive abilities." Intelligence 25, no. 2 (January 1997): 93–109. http://dx.doi.org/10.1016/s0160-2896(97)90047-7.

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11

Sudirman, Andi Mangnguntungi, Rusdiana Junaid, and Ibo Indira Tamallo. "The Correlation between Students’ Self-Confidence and Speaking Performance." LETS 1, no. 2 (June 10, 2020): 80–90. http://dx.doi.org/10.46870/lets.v1i2.28.

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The research aims to examine the correlation between students’ self-confidence and speaking performance in SMAN EX Palopo. The researcher implemented quantitative as the research design because the data in this research was correlation design. The sample of this research consist of students MIA 1, MIA 2, MIA 3. The researcher took five samples from each class. The researcher used the students score from spoken test to categorize as samples of this research. To collect the data, the researcher employed two kinds instrument, such as: Speaking Test and questioners. The result of correlation analysis shows that there is no correlation between students’ self-confidence and speaking performance in SMAN EX Palopo. It proofed from p-value (0.088) is higher than α (0.05). Therefore H0 is accepted and H1 is rejected.

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12

Akbari, Amir Reza, Adnan Nasser, Mian Toseeq Hussain, and Zeyad Khalil. "How self‐perceived student confidence may impact clinical performance." Journal of Dental Education 84, no. 12 (September 13, 2020): 1329. http://dx.doi.org/10.1002/jdd.12411.

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13

Suwandi. "The effects of self-confidence and leadership on job satisfaction and its implication on elementary school teacher’s performance." International Journal of Academic Research 6, no. 3 (May 30, 2014): 262–64. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.38.

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14

Martin, Jeffrey J. "Training and Performance Self-Efficacy, Affect, and Performance in Wheelchair Road Racers." Sport Psychologist 16, no. 4 (December 2002): 384–95. http://dx.doi.org/10.1123/tsp.16.4.384.

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In the current study, social cognitive theory was examined with athletes with disabilities. More specifically, hierarchical and self-regulatory performance self-efficacy, self-regulatory training self-efficacy, outcome confidence, and affect were examined with wheelchair road racers (N = 51). In accordance with social cognitive theory, moderate to strong significant relationships among 3 types of self-efficacy and outcome confidence were found (rs = .41 - .78). All forms of self-efficacy and positive affect (rs = .39 - .56) were also related providing additional support to social cognitive theory and the important relationships among training and performance related efficacy and affect in sport.

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15

Hamza, Mohammed, Jamal Sekran, and Ahmed Abdullah Lafta. "Motivation and Self – Confidence and their relation to Routine Performance on Parallel Bars in Men’s Artistic Performance." Journal of Physical Education 33, no. 2 (June 28, 2021): 91–97. http://dx.doi.org/10.37359/jope.v33(2)2021.1145.

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The research aimed at identifying the relationship between motivation and self–confidence on the performing routines in the parallel bar. The researchers used the descriptive method on (480) thirds year college of physical education and sport sciences/ university of Baghdad students. The data was collected and treated using proper statistical operations to conclude that there is a high correlation relationship between motivation and self-confidence with routine performance on parallel bars. In addition to that, the researchers concluded that third-year students have high motivation and self – confidence and there is a positive relationship between motivation, self-confidence, and routine performance on parallel bars.

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16

Aikawa, Satoshi, and Hideaki Takai. "Relationship Between Imagery Ability, Performance, and Variables Related to Performance." Sport Psychologist 35, no. 2 (June 1, 2021): 123–30. http://dx.doi.org/10.1123/tsp.2019-0165.

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Athletes believe imagery is essential for high-quality performance. It is essential to identify what type of imagery significantly contributes to performance. The purpose of this study was to examine the relationship between imagery ability and gymnastics performance, as well as self-efficacy and thoughts during competitions that are related to performance. Fifty-two gymnasts were recruited for this study. Participants were measured for imagery ability, self-efficacy, thoughts during competitions, and performance. Results indicated that skill imagery significantly predicts worry and disengagement in a negative manner, and mastery imagery is positively related to self-efficacy. Moreover, goal imagery has a significant positive relationship to self-efficacy, disengagement, confidence, and performance. In conclusion, the ability to easily image an ideal performance, such as the success of one’s performance or the image of a perfect performance, might increase confidence in the competition and lead to the success of the performance.

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17

Lee, Hwa-Suk, and Jae-Hee Choi. "Relationships between Self-management, Dance Activity Satisfaction and Dance Performance Confidence." Journal of the Korea Contents Association 13, no. 5 (May 28, 2013): 210–22. http://dx.doi.org/10.5392/jkca.2013.13.05.210.

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18

Fogarty, Gerard J., and David Else. "Performance calibration in sport: Implications for self‐confidence and metacognitive biases." International Journal of Sport and Exercise Psychology 3, no. 1 (January 2005): 41–57. http://dx.doi.org/10.1080/1612197x.2005.9671757.

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19

Riendeau, Julie A., Hillary Maxwell, Loretta Patterson, Bruce Weaver, and Michel Bédard. "Self-rated confidence and on-road driving performance among older adults." Canadian Journal of Occupational Therapy 83, no. 3 (May 13, 2016): 177–83. http://dx.doi.org/10.1177/0008417416645912.

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20

Martin, Jeffrey J., and Diane L. Gill. "The Relationships Among Competitive Orientation, Sport-Confidence, Self-Efficacy, Anxiety, and Performance." Journal of Sport and Exercise Psychology 13, no. 2 (June 1991): 149–59. http://dx.doi.org/10.1123/jsep.13.2.149.

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We examined the relationships among trait and state psychological variables and performance in male high school distance runners using the Sport Orientation Questionnaire (SOQ; Gill & Deeter, 1988), the Competitive Orientation Inventory (COI; Vealey, 1986), the Trait Sport-Confidence Inventory (TSCI; Vealey, 1986), the State Sport-Confidence Inventory (SSCI; Vealey, 1986), the Competitive State Anxiety Inventory-2 (CSAI-2; Martens, Burton, Vealey, Bump, & Smith, 1990), and separate self-efficacy scales for performance (time) and outcome (place). As hypothesized, trait sport-confidence predicted state sport-confidence and outcome self-efficacy. However, competitive orientation did not contribute to the prediction of state measures. State sport-confidence and self-efficacy predicted performance, as hypothesized. Surprisingly, outcome self-efficacy was a stronger predictor than performance self-efficacy, which did not contribute to the prediction of performance time or place. The runners' youth and lack of competitive track experience may have prevented them from forming accurate performance self-efficacy judgments. In contrast, the familiar and small competitive field may have allowed these athletes to form accurate outcome self-efficacy judgments.

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21

Orpen, Christopher. "Correlates of Perceived Confidence in Performance Appraisals." Psychological Reports 68, no. 3_suppl (June 1991): 1336–38. http://dx.doi.org/10.2466/pr0.1991.68.3c.1336.

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The relationships among a number of appraisal, firm, and personal attributes and general confidence appraisals were examined in a sample of 103 Australian middle-managers. Significant correlations were found between confidence and existence of appraisal schemes and between confidence and frequency of appraisals. The correlations between self-esteem of subjects and confidence and between internal control and confidence were both significant. The correlations with firm size, structure, reward system, and climate were all nonsignificant.

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22

Kim, Ju-young, Myung-Goo Kang, and Bong-jun Choi. "The Effects of Self-Management on Self-Confidence and Performance in College Combat Sports Athletes." Korea Journal of Sport 18, no. 3 (September 30, 2020): 1039–48. http://dx.doi.org/10.46669/kss.2020.18.3.094.

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23

김종탁. "The Influences of Self-management on Satisfaction of Performance and Self-confidence in Combative Athletes." Journal of Korean Alliance of Martial Arts. 11, no. 3 (December 2009): 305–18. http://dx.doi.org/10.35277/kama.2009.11.3.305.

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24

Beserra, Eveline Pinheiro, Lana Barroso Melo Camelo, Liana Mara Rocha Teles, Jessyca Elaine Chagas Barbosa, Viviane Mamede Vasconcelos Cavalcante, Fabiane do Amaral Gubert, and Mariana Cavalcante Martins. "Realistic simulation in immunization: satisfaction, self-confidence and performance of nursing students." Rev Rene 21 (September 25, 2020): e44514. http://dx.doi.org/10.15253/2175-6783.20202144514.

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Objective: to analyze satisfaction, self-confidence and performance of nursing students in realistic immunization simulation. Methods: quasi-experimental study, using the Immunization Checklist and Student Satisfaction and Self-confidence in Learning Scale, with 72 students, divided into Group 1 (38 seventh semester students who have not yet been in the field of practice in the Child Health discipline) and Group 2 (34 ninth semester students). Results: there was no difference between groups in terms of immunization performance (t-test: 1.701; p=0.096), as well as in terms of the degree of performance (Likelihood Ratio: 1.939; p=0.164). There was a significant difference when assessing satisfaction and self-confidence in learning (t-test: 2.346; p=0.023). Conclusion: the previous practice of immunization in the field of practice did not influence the performance of nursing students during the realistic simulation, but it did interfere with satisfaction and self-confidence in learning.

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25

Hatzigeorgiadis, Antonis, Nikos Zourbanos, Sofia Mpoumpaki, and Yannis Theodorakis. "Mechanisms underlying the self-talk–performance relationship: The effects of motivational self-talk on self-confidence and anxiety." Psychology of Sport and Exercise 10, no. 1 (January 2009): 186–92. http://dx.doi.org/10.1016/j.psychsport.2008.07.009.

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26

Sergeev, Ilia, Ari M. Lipsky, Ori Ganor, Gadi Lending, Gadi Abebe-Campino, Alex Morose, Udi Katzenell, Nachman Ash, and Elon Glassberg. "Training Modalities and Self-Confidence Building in Performance of Life-Saving Procedures." Military Medicine 177, no. 8 (August 2012): 901–6. http://dx.doi.org/10.7205/milmed-d-12-00018.

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27

de Jong, A. "Linking Employee Confidence to Performance: A Study of Self-Managing Service Teams." Journal of the Academy of Marketing Science 34, no. 4 (October 1, 2006): 576–87. http://dx.doi.org/10.1177/0092070306287126.

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28

Jeon, Ki-Young. "The Effect of Self-confidence and stress on University Judo Athletes Performance." Journal of Digital Convergence 14, no. 12 (December 28, 2016): 545–53. http://dx.doi.org/10.14400/jdc.2016.14.12.545.

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29

Hanton, Sheldon, and Declan Connaughton. "Perceived Control of Anxiety and its Relationship to Self-Confidence and Performance." Research Quarterly for Exercise and Sport 73, no. 1 (March 2002): 87–97. http://dx.doi.org/10.1080/02701367.2002.10608995.

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30

Janelle, C. M., and N. P. Murray. "DOES SELF-CONFIDENCE MEDIATE THE INFLUENCE OF ANXIETY AND AROUSAL ON PERFORMANCE?" Medicine & Science in Sports & Exercise 30, Supplement (May 1998): 123. http://dx.doi.org/10.1097/00005768-199805001-00698.

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31

전명규. "Contribution of Self-Leadership on Sports Confidence and Performance among Skating Athletes." Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 15, no. 2 (August 2013): 41–51. http://dx.doi.org/10.21797/ksme.2013.15.2.004.

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32

Keltikangas-Järvinen, Liisa, and Mirja Keinonen. "Aggression, self-confidence, and cardiovascular reactions in competitive performance in adolescent boys." Aggressive Behavior 14, no. 4 (1988): 245–54. http://dx.doi.org/10.1002/1098-2337(1988)14:4<245::aid-ab2480140403>3.0.co;2-i.

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33

HWANG, Jeong-Hee, and Byung-Jo HAN. "Knowledge, Attitude, Self-Confidence and Performance Ability on Cardiopulmonary resuscitation of Seafarers." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 31, no. 6 (December 31, 2019): 1552–64. http://dx.doi.org/10.13000/jfmse.2019.12.31.6.1552.

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34

Eder, Robert W., and Donald B. Fedor. "Priming performance self-evaluations: Moderating effects of rating purpose and judgment confidence." Organizational Behavior and Human Decision Processes 44, no. 3 (December 1989): 474–93. http://dx.doi.org/10.1016/0749-5978(89)90020-4.

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35

Kim, Young Woon. "An Effect of Hockey Player`s Self-management on Confidence and Performance." Journal of Sport and Leisure Studies 40 (May 31, 2010): 853–61. http://dx.doi.org/10.51979/kssls.2010.05.40.853.

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36

Hardy, Lew, Tim Woodman, and Stephen Carrington. "Is Self-Confidence a Bias Factor in Higher-Order Catastrophe Models? An Exploratory Analysis." Journal of Sport and Exercise Psychology 26, no. 3 (September 2004): 359–68. http://dx.doi.org/10.1123/jsep.26.3.359.

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This paper examines Hardy’s (1990, 1996a) proposition that self-confidence might act as the bias factor in a butterfly catastrophe model of stress and performance. Male golfers (N = 8) participated in a golf tournament and reported their cognitive anxiety, somatic anxiety, and self-confidence prior to their tee shot on each hole. All anxiety, self-confidence, and performance scores were standardized within participants in order to control for individual differences. The data were then collapsed across participants and categorized into a high self-confidence condition and a low self-confidence condition by means of a median split. A series of two-way (Cognitive Anxiety × Somatic Anxiety) ANOVAs was conducted on each self-confidence condition in order to fag where the maximum Cognitive Anxiety × Somatic Anxiety interaction effect size lay along the somatic anxiety axis. These ANOVAs revealed that the maximum interaction effect size between cognitive and somatic anxiety was at a higher level of somatic anxiety for the high self-confidence condition than for the low self-confidence condition, thus supporting the moderating role of self-confidence in a catastrophe model framework.

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37

Geske, Andrejs, Kristine Kampmane, and Antra Ozola. "THE IMPACT OF FAMILY AND INDIVIDUAL FACTORS ON 4TH GRADE STUDENTS’ SELF-CONFIDENCE IN READING LITERACY: RESULTS FROM PIRLS 2016." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 203–13. http://dx.doi.org/10.17770/sie2021vol2.6350.

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The self-confidence of a child and an adult is associated with performance and achievement results. It is well-studied, and the correlation has been proved that higher self-efficacy leads to higher achievements and performance, including better performance in reading literacy. It is also known that both a family and a home environment have a tremendous impact on the child’s development and academic performance. This article focuses on the 4thgraders and their family factor impact on the development of a child’s self-confidence and concepts related to self-confidence.The purpose of this article is to define concepts that are closely related to self-confidence and to identify family factors that influence students’ self-confidence. The research question is as follows: which family and individual factors impact students’ self-confidence in reading?Authors of the article used a linear regression and correlation analysis of the data from the IEA’s PIRLS 2016 study. The data from Latvia and seven countries of comparison were analysed.The results of data analysis showed that, in general, the 4th graders’ self-confidence in reading literacy is higher if they come from a household where a computer or a tablet with Internet connection is available and if students like to chat using a mobile device. Parents’ attitudes to reading and the students’ readiness for 1st grade promote higher self-confidence as well.

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38

Shtewy, Thabet. "Level of Self-confidence and Its Relationship to the Motivation of Performance among Team Sports Players at the Palestinian Universities." Journal of Educational and Psychological Studies [JEPS] 11, no. 3 (July 1, 2017): 483. http://dx.doi.org/10.24200/jeps.vol11iss3pp483-499.

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The study aimed at investigating the level of self-confidence and its relationship to motivation of performance among team sports players in Palestinian universities. Differences in the level of self confidence and motivation of performance according to university and type of game were detected. A purposive sample consisted of 90 players. A questionnaire was used as a tool to collect data. The results of the study showed that the level for both self-confidence and motivation of performance were high among league players in Palestine. There was a statistically significant positive correlation between self-confidence and motivation (r = 0.65). The results revealed that there were statistically significant differences in the level of self- confidence due to university and type of game. Also, there was a difference in the motivation between universities.

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39

Campos, Gloria González, Javier Cachón Zagalaz, and Santiago Romero Granados. "Correlational study of psychological variables self-confidence and anxiety." Motriz: Revista de Educação Física 21, no. 4 (December 2015): 352–60. http://dx.doi.org/10.1590/s1980-65742015000400003.

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Abstract The purpose of this study is to analyze the concurrent validity of the psychological variables self-confidence and anxiety among the psychological measurement instruments: Psychological Characteristics Questionnaire related to Sports Performance (CPRD); Competitive State Anxiety Inventory-2 (CSAI-2); and Sports Psychological Inventory LOEHR. For this purpose, a correlational study was conducted between the selected variables and pertinent aspects of the measurement instruments. The study has revealed that the psychological variables self-confidence and anxiety are relevant in all three instruments, although not in all of the selected items.

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40

Rauduvaitė, Asta, and Guanhua Bi. "PROMOTION OF SELF-CONFIDENCE OF A PROSPECTIVE MUSIC TEACHER AS A PERFORMER." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 268. http://dx.doi.org/10.17770/sie2020vol2.5153.

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Self-confidence is a key factor that influences stage performance. To form a positive state while performing on the stage, self-confidence becomes the most important aspect, as it is one of the main guarantees of successful performing. However, in music teaching, many students lack self-confidence when performing, which in most cases hinders their performance results. The aim of the study is to reveal the peculiarities of promoting self-confidence of students as performers. A questionnaire and an interview with music education students were used to collect the data. The results of the questionnaire allow concluding that experience as a performer, physical and psychological preparation, and self-regulation are the three major factors influencing students’ lack of confidence during the performance. Additionally, the responses from the interview indicated other equally prominent and influential factors such as performing environment, practice level and stage experience. Lastly, the interviewed students proposed ways to boost self-confidence, which include gaining more music knowledge and improving their music skills, practicing harder and applying self-regulation.

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41

이화석. "The Relationships between Physical Self-Description, Self-Efficacy, Dance Performance Confidence of Arts High School Students." Official Journal of the Koeran Society of Dance Science 32, no. 1 (January 2015): 191–204. http://dx.doi.org/10.21539/ksds.2015.32.1.191.

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42

Besharat, Mohammad Ali, and Samane Pourbohlool. "Moderating Effects of Self-Confidence and Sport Self-Efficacyon the Relationship between Competitive Anxietyand Sport Performance." Psychology 02, no. 07 (2011): 760–65. http://dx.doi.org/10.4236/psych.2011.27116.

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43

Ryska, Todd A. "Effects of Situational Self-Handicapping and State Self-Confidence on the Physical Performance of Young Participants." Psychological Record 52, no. 4 (October 2002): 461–78. http://dx.doi.org/10.1007/bf03395198.

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44

Van Dyke, Erika D., Judy L. Van Raalte, Elizabeth M. Mullin, and Britton W. Brewer. "Self-Talk and Competitive Balance Beam Performance." Sport Psychologist 32, no. 1 (March 1, 2018): 33–41. http://dx.doi.org/10.1123/tsp.2016-0085.

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Little research has explored the relationship between highly skilled athletes’ self-talk and their competitive performance over the course of a season. For the current study, positive, negative, motivational, instructional, and functional dimensions of collegiate gymnasts’ (N = 141) self-talk were assessed. The gymnasts’ competitive balance beam performances in intercollegiate meets were also recorded. Multiple regression analysis revealed that positive self-talk significantly predicted balance beam performance and performance consistency. Significant positive correlations were found among key self-talk variables, except negative self-talk. Significant negative correlations were found between negative self-talk and self-talk functions (i.e., attention, cognitive and emotional control, and confidence). The results highlight the interrelationships among various types and functions of self-talk in competitive settings, and provide evidence for the ways in which self-talk is related to the performance of highly skilled athletes. Suggestions for how these findings might be applied by athletes, coaches, and sport psychology practitioners are provided.

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Chidley, Joel B., Alexandra L. MacGregor, Caoimhe Martin, Calum A. Arthur, and Jamie H. Macdonald. "Characteristics Explaining Performance in Downhill Mountain Biking." International Journal of Sports Physiology and Performance 10, no. 2 (March 2015): 183–90. http://dx.doi.org/10.1123/ijspp.2014-0135.

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Purpose:To identify physiological, psychological, and skill characteristics that explain performance in downhill (DH) mountainbike racing.Methods:Four studies were used to (1) identify factors potentially contributing to DH performance (using an expert focus group), (2) develop and validate a measure of rider skill (using video analysis and expert judge evaluation), (3) evaluate whether physiological, psychological, and skill variables contribute to performance at a DH competition, and (4) test the specific contribution of aerobic capacity to DH performance.Results:Study 1 identified aerobic capacity, handgrip endurance, anaerobic power, rider skill, and self-confidence as potentially important for DH. In study 2 the rider-skill measure displayed good interrater reliability. Study 3 found that rider skill and handgrip endurance were significantly related to DH ride time (β = –0.76 and –0.14, respectively; R2 = .73), with exploratory analyses suggesting that DH ride time may also be influenced by self-confidence and aerobic capacity. Study 4 confirmed aerobic capacity as an important variable influencing DH performance (for a DH ride, mean oxygen uptake was 49 ± 5 mL · kg−1 · min−1, and 90% of the ride was completed above the 1st ventilatory threshold).Conclusions:In order of importance, rider skill, handgrip endurance, self-confidence, and aerobic capacity were identified as variables influencing DH performance. Practically, this study provides a novel assessment of rider skill that could be used by coaches to monitor training and identify talent. Novel intervention targets to enhance DH performance were also identified, including self-confidence and aerobic capacity.

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Bastola, Madhu Neupane. "Comprehension Monitoring, Appraisal Confidence and Self-efficacy in EFL Reading: A Correlational Study from Nepal." SCHOLARS: Journal of Arts & Humanities 2 (August 31, 2020): 14–26. http://dx.doi.org/10.3126/sjah.v2i0.35009.

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The current study explored the relationships among English as a Foreign Language (EFL) learners’ comprehension monitoring, appraisal confidence, reading self-efficacy and EFL reading comprehension performance. First, 203 students reported their comprehension monitoring and reading self-efficacy. Then they took an EFL reading comprehension test and reported their appraisal confidence immediately after answering each question. Students’ comprehension monitoring, appraisal confidence and reading self-efficacy were found to be far higher than their average reading comprehension performance. Similarly, the students with a high level of reading comprehension tended to be better at monitoring comprehension and were more self-efficacious than those who performed poorly in the test. Finally, significantly positive correlations were found among comprehension monitoring, appraisal confidence, reading self-efficacy and EFL reading comprehension performance.

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Espinosa, Adriana. "It’s not what you think: Perceptions regarding the usefulness of mathematics may hinder performance." Journal of Numerical Cognition 4, no. 1 (June 7, 2018): 235–42. http://dx.doi.org/10.5964/jnc.v4i1.81.

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The present study investigated the moderating effect of self-confidence in one’s ability to learn mathematics on the relation between beliefs about its usefulness and performance. The study was conducted using a sample of college students from an urban college in the Eastern US (N = 306). Moderation was tested using hierarchical regressions as well as the Johnson-Neyman Technique. The results indicate that performance and beliefs about the usefulness of mathematics were not statistically related amongst individuals with high self-confidence, and negatively related for participants with low self-confidence. The findings suggest that teaching approaches aiming to improve student performance in mathematics by enhancing student beliefs about its usefulness, would likely be more effective if they primarily focused on increasing student self-confidence in their mathematics ability.

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Lee, Won-Mi, and Jong-Seub Shin. "The Relationship between Self Management, Physical Self Perception, Physical Self Efficacy and Performance Confidence in a Taekwondo Demonstration Member." Korean Journal of Sports Science 26, no. 4 (August 31, 2017): 403–19. http://dx.doi.org/10.35159/kjss.2017.08.26.4.403.

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Beckmann, Nadin, Jens F. Beckmann, and Julian G. Elliott. "Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback." Learning and Individual Differences 19, no. 2 (June 2009): 277–82. http://dx.doi.org/10.1016/j.lindif.2008.09.008.

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Vicar, Michal. "Self-confidence, commitment and goal-setting in Czech athletes at different performance levels." Acta Gymnica 48, no. 3 (October 16, 2018): 130–37. http://dx.doi.org/10.5507/ag.2018.018.

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