Performing well in an evaluative situation: The roles of perceived competence and task-irrelevant interfering thoughts

Abstract

This research expands on previous research by arguing and demonstrating that high perceived competence buffers the detrimental effects of an evaluative situation. In Study 1 (n=75, 38.7% male), the situation (evaluative vs. non-evaluative) and perceived competence (high vs. low) were manipulated, whereas in Study 2 (n=42, 33.3% male), perceived competence relied on naturally occurring differences in perceived competence. The results of Study 1 indicate that people may underachieve in an evaluative situation. More importantly, in Study 2 it was demonstrated that such an evaluative situation had only a negative effect on test performance among individuals low in perceived competence. The occurrence of task-irrelevant interfering thoughts during task completion accounted for this inimical effect of an evaluative situation on test performance among these individuals.     

Efficacy of self-instructional training for reducing children''s anxiety in an evaluative situation

Fifty-six fourth-grade children were categorized as either high or low in trait anxiety and then assigned to a self-instruction treatment, minimal-treatment, or no-treatment control condition. At both pretest and posttest, the subjects recited a memorized poem while being videotaped with the expectation that they would be judged on their performance. State anxiety measures, a behavior rating of anxiety, a measure of performance accuracy and the time involved in reciting a poem were obtained at both pretest and posttest. Contrary to expectation, the self-instructional training resulted in subjects' exhibiting greater signs of behavioral anxiety, subjects' hurrying through the task (taking less time to recite the poem) and high trait-anxiety subjects' reporting more state anxiety while anticipating reciting the poem. Correlational analyses indicated that trait anxiety was significantly related to the measures of state anxiety and the behavior rating of anxiety but not to performance accuracy.     

Developing internality and perceived competence: the empowerment of adolescent girls

A small group workshop, developed for Big Sisters of Colorado, Inc. to complement their traditional program, was evaluated to determine its effectiveness for working-class and underclass adolescent girls. The "Life Choices" program was successful with working-class Ss, resulting in increased internality and perceived competence for school success, social relationships and general life events. These Ss also increased their knowledge of both traditional and non-traditional career alternatives. However, the program did not succeed with underclass adolescent girls, who showed no increase in internality or knowledge of career alternatives and reported a significant decrease in perceived competence after completing the same program. It is suggested that the goals and strategies presented in such programs must be designed specifically for adolescents of different backgrounds if they are to result in empowerment of the participants.     

Domain-specific perfectionism in intercollegiate athletes: Relationships with perceived competence and perceived importance in sport and school

ObjectivesTo examine the domain-specific nature of perfectionism in sport and school, and to examine potential links between domain-specific perceived competence, perceived importance (task value), and perfectionism in sport and school.Design and MethodA total of 255 male and female varsity student-athletes from a successful intercollegiate sport program completed domain-specific (i.e., sport and school) versions of Hewitt and Flett's (1991) Multidimensional Perfectionism Scale (HF-MPS). Participants also completed an inventory designed to assess perceived competence (PC) in sport versus school and perceived importance (PI) of success in sport versus school.ResultsExploratory factor analyses conducted on perfectionism data indicated that perfectionist orientations were organized around domain-specific as opposed to global perfectionist tendencies. Regression analyses indicated that PC was a significant predictor of domain-specific levels of self-oriented and socially prescribed perfectionism (ps < .05), and PI was a significant predictor of domain-specific levels of self-oriented, socially prescribed, and other-oriented perfectionism (ps < .001). A repeated-measures MANOVA revealed that student-athletes had significantly higher levels of perfectionism in sport than school (ps < .0001) across all three HF-MPS subscales.ConclusionResults reinforce the value of measuring perfectionism as a domain-specific (rather than global) personality disposition, and identify the potential role that perceived competence and perceived importance may play in the development of domain-specific perfectionism.     

Unrealistic optimism and perceived control: role of personal competence

This work analyzed the effects of unrealistic optimism in the interaction between the emotional valence of future events, the perception of control over these events, and the person with whom one compares oneself. It was hypothesized that, if the person of comparison is judged as very competent, a pessimistic bias should be produced. Likelihood of four different types of events (positive and controllable, positive and uncontrollable, negative and controllable, and negative and uncontrollable) were rated by 133 university students (22 men and 111 women) for themselves, for an average student, for their best friend, and for a bright friend. A pessimistic bias was observed on the relative likelihood of the events when the comparison was made between oneself and a competent and bright friend, when events were perceived as controllable, especially positive ones. Not enough is known, however, to provide meaningful interpretation at present; that must await further data and theoretical development.     

Children's preference for challenge: the role of perceived competence and control

This research tested the hypothesis that children's perceptions of academic competence and their personal control over school-related performance affects subsequent intrinsic interest and preference for challenge in an evaluative setting. In a correlational study, children's self-reported perceptions of academic competence and personal control were found to relate positively to their intrinsic interest in schoolwork and preference for challenging school activities. A subset of this sample was exposed to varying levels of a controlling directive, and preference for challenge was assessed behaviorally during a free-choice period in which subjects were unaware that they were being observed. As predicted, the data indicated that when given the evaluative, controlling directive, children who had high perceptions of academic competence and control preferred a greater challenge than did children whose perceptions were low on these measures. No difference between groups in terms of preference for challenge was evident when no controlling directive was presented. These findings are discussed in terms of theories of intrinsic motivation and potential processes that underly these effects.     

An application of the pictorial scale of perceived competence and acceptance within an epidemiological survey

The Perceived Competence and Acceptance Scale for Younger Children (PCS) was examined in the course of an epidemiological survey of psychological disorders in children. Eighty-three children, aged 6 and 7 years, were administered several measures including the WISC-R, the WRAT, the Lie Scale for Children, and the PCS. Teachers provided ratings from a parallel version of the PCS and reported on the behavioral and social development of each child through the Child Behavior Checklist. Investigation of the psychometric characteristics of the PCS substantially replicates findings reported by its developers. The size and direction of correlations among the cognitive competence subscale of the PCS, achievement measures, and the Lie Scale indicate that children tend to more accurately report about this domain than others included in the PCS. Children who reported atypically high or low PCS levels were not found to differ from the remainder of the sample on two clinical indices. Children who tended to exaggerate PCS levels, as compared to teacher ratings, had significantly more behavior problems in school and were seen by two observers as more apt to be currently maladjusted.     

The relationship between perceived interpersonal competence and self-disclosure in an online context: The moderating role of shyness

The purpose of this study is to examine the reported level of self-disclosure in online communication and understand the relationship between perceived interpersonal competence and self-disclosure in an online context, taking into account the moderating role of shyness. The study sample consists of university students (N = 585). Hierarchical multiple linear regression analyses revealed that, controlling for participants' online media use, shyness moderated the relationship between online self-disclosure and perceived interpersonal competence. Moderation results showed that the relationship between online self-disclosure and perceived interpersonal competence was weaker for individuals with higher levels of shyness, and stronger for those with moderate or low scores on the shyness measure. The study's implications and contributions to the existing literature are discussed.     

Anger and shame as determinants of perceived competence

Emotions are complex signals conveying a multitude of “messages” concomitantly. This idea is examined within the context of competence inferences drawn from the emotional expressions of another individual. In two studies, participants assuming the role of patients took part in a simulated medical consultation. They encountered a physician who had either a high or a standard professional status, and who responded with anger, shame, or emotional neutrality when asked to clarify the advice he dispensed. While a display of anger did not affect perceived competence, shame made the physician appear less competent. Three types of signals conveyed by the emotions were responsible for these effects: the physician's decisiveness and control over the situation, and the extent to which he felt professionally devalued by the patient's request, mediated the effects of the emotions on perceived competence. A priori information about the physician's professional status had little effect on the perception of competence. The research exemplifies the richness of information contained in emotions, and the complex way in which it allows observers to construe an impression of the expresser.     

Early school competence: the roles of sex-segregated play and effortful control

The purpose of this research was to examine the role that young children's same-sex peer interactions play in influencing early school competence. The authors also examined the degree to which effortful control (EC) moderated these relations. The same-sex play preferences of 98 young children (50 boys and 48 girls; mean age = 54.77 months) were observed during the fall semester. At the end of the fall semester, one set of teachers reported on children's EC, and at the end of the following springsemester, another set reported on children's school competence (social, academic, and perceptual-motor). Results revealed that EC moderated the relations of children's same-sex play to their school competence. These patterns differed for boys and girls such that same-sex play was positively related to school outcomes for boys high in EC and for girls low in EC.     

Multiple prospect framing and decision behavior: The mediational roles of perceived riskiness and perceived ambiguity

Decision makers facing a multiple prospect, which is a bundle of single prospects, are influenced by whether outcome information is framed narrowly (segregated) or broadly (aggregated). The present research hypothesizes perceived riskiness and perceived ambiguity as two distinct mediators of the effect of broad versus narrow prospect framing on decision behavior. Perceived riskiness and perceived ambiguity were conceptually defined as psychological constructs and new multi-item scales were developed and validated to operationalize them. Two experiments (a 100-shot gamble in Experiment 1, N = 118, and a 30-year retirement investment in Experiment 2, N = 84) were conducted. Both experiments supported all three hypotheses: riskiness and ambiguity perceptions were distinct constructs (Hypothesis 1), perceived riskiness mediated the effect of multiple prospect framing on decision behavior (Hypothesis 2), and perceived ambiguity mediated the effect of multiple prospect framing on decision behavior (Hypothesis 3). These findings advance our understanding of the psychological mechanisms underlying framing effects for multiple prospects and have substantial business and policy implications.     

Motivational climate and perceived competence in anxiety and tennis performance

This study was done to verify a prediction in achievement goal-orientation theory in a Korean physical education setting. It was hypothesized that the interactions of situationally induced motivational climates (Task and Ego) and perceived competence would differentially influence anxiety and performance in tennis classes. 60 undergraduate men were assigned to a Task-involving and an Ego-involving program in tennis classes for 6 wk. Their perceptions of motivation climates and tennis competence were measured after the first 3 wk., and anxiety responses (cognitive and somatic) and tennis skill performance were evaluated every week over the second 3 wk. of the class. Analysis showed in Task-involving condition students decreased anxiety responses and increased tennis performance, whereas Ego-involving students who had low perception of their tennis competence maintained their anxiety responses and decreased their tennis performance. These results support the hypotheses and the predictions of goal-orientation theory and suggested practical application of the goal-orientation theory in Korea could be explored.     

When competence and love are at stake: Achievement goals and perceived closeness to parents in an achievement context

In two studies, college students’ achievement goals were linked to their perceptions of closeness to their parents following an exam. In Study 1, mastery-approach goals positively predicted perceived closeness immediately after an exam, prior to receiving feedback. In Study 2, mastery-approach goals again positively predicted perceived closeness, but performance–avoidance goals interacted with exam performance in predicting closeness. Specifically, poor exam performance predicted feeling distant from parents among those high in performance–avoidance goals but not among those low in performance–avoidance goals. This suggests that parental attachment may be involved in the achievement strivings of adults.     

Predicting changes in children's self-perceptions of academic competence: a naturalistic examination of evaluative discourse among classmates

Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd years. Analyses revealed that changes over time in children's competence perceptions could be predicted from the types of statements that children made and had directed toward them by classmates. Examining sequences of child and classmate statements proved helpful in explaining the observed changes in children's perceptions of competence.     

Achievement goals and self-talk in physical education: The moderating role of perceived competence

Self-talk plays a key role in performance and self-regulation. One of the antecedents that may influence individual’s self-talk are achievement goal orientations. Three studies of 628, 313 and 1,169 participants were conducted to examine the relationships between positive and negative self-talk, perceived competence and achievement goals using two theoretical models of achievement goals. The participants completed the Automatic Self-Talk Questionnaire for Sports, the Task and Ego Orientation in Physical Education, the physical self-perception profile, and the Achievement Goal Questionnaire-Revised. The results revealed additive and interactive effects of achievement goals and perceived competence on students’ positive and negative self-talk. Overall, the results stressed the potential role of achievement goals and perceived competence as personal factors that influence students’ self-talk.     

Power use and differential competence as determinants of subordinates' evaluative and behavioural responses in simulated organizations

Insights from leader–member exchange theory and social justice theory were combined to derive predictions about the effects of relative competence and power use by a more powerful other on evaluative and behavioural responses of subordinates. These predictions were tested in two experiments, using a simulated organizational structure. The main results of the first experiment (N=73) indicate that frequency of power use is an important determinant of subordinates' evaluations of the status quo, supporting predictions from leader–member exchange theory. However, in line with a procedural justice explanation, perceived legitimacy of the superior's behaviour and participants' cooperative intentions were determined jointly by power use and relative competence. A second experiment (N=152) more closely investigated behavioural responses. The findings obtained in Experiment 1 were replicated, and as predicted, interaction effects of the superior's power use and competence were found for subordinates' collaborative behaviour and employee turnover. Both these effects were mediated by participants' sense of commitment to their superior. Theoretical and practical implications of the findings are discussed. Copyright © 1999 John Wiley & Sons, Ltd.     

Elementary schoolchildren's perceived competence and physical activity involvement: the influence of parents' role modelling behaviours and perceptions of their child's competence

ObjectivesTo study the influence of fathers' and mothers' physical activity involvement and perceptions of their children's physical competence upon children's perceptions of competence and children's time spent in physical activity. Two forms of parental socialization influence were assessed: the direct influence of parents' actual physical activity (PA) behaviour (role modelling) on children's physical activity and the indirect influence of parents' beliefs systems about their children's PA competence on children's physical activity through children's self perceptions.MethodsLongitudinal, with data from 152 French children (M=9.5 yrs, SD=0.8 yrs) and their parents collected at two times over a 12-month period and examined through structural equation modelling (SEM).ResultsSEM indicated that mothers' role modelling behaviour had a direct effect on children's time spent in PA and that mothers' beliefs about their child's competence had an indirect effect on children's PA by influencing children's perceived competence which, in turn, contributed to children's level of physical activity involvement. Fathers' beliefs directly influenced their child's PA as did the children's own self-perceptions of competence.ConclusionsParents can affect their children's PA involvement in direct and indirect manners through their role modelling of physical activity and through their beliefs about their child's competence. Furthermore, the influence of fathers and mothers may be manifested in different ways. Father and mother could influence their child's PA by different processes.     

Building commitment to change: The role of perceived supervisor support and competence

Commitment to change is considered the glue that binds people and change goals. Still, few studies have explored how employees develop their commitment to organizational change. The present study examined the relationship between supervisor competence and support, and employee's commitment to change. Participants were 210 full-time employees from two public organizations that had recently faced major change interventions resulting from governmental directives. As predicted, perceived supervisor support fully mediated the positive relationship between competence and affective and normative commitment to change. On the other hand, supervisor competence was negatively related to continuance commitment to change. These findings illustrate how supervisors can shape employees' reactions to change.