Initiating and Sustaining Emotional Abuse in the Coach–Athlete Relationship: An Ecological Transactional Model of Vulnerability

The purpose of this study was to explore the process by which emotional abuse occurs and is often sustained in sport. Methods were established in congruence with the iterative nature of grounded theory. In total, 18 retired elite athletes participated in the study. In-depth semistructured interviews were conducted with each participant, and data were coded using open, axial, and selective coding techniques. Data were interpreted to suggest that the perpetration of emotional abuse in the coach–athlete relationship is closely tied to ambitions and philosophies of athlete development. Based on the findings, an ecological transactional model of vulnerability to emotional abuse in the coach–athlete relationship is proposed. Recommendations are made for future prevention and intervention initiatives.     

Repelled by virtue? The dark triad and eudaimonic narratives

ABSTRACT

We propose that the dark triad of personality predicts how recipients respond to eudaimonic narratives (stories dealing with purpose in life, the human condition, and human virtue). Matched eudaimonic or noneudaimonic videos were presented via random assignment. The more individuals lack empathy and organize their world around self-promotion—reflected in the so-called dark triad of narcissism, Machiavellianism, and psychopathy—the more they perceived the eudaimonic stories (vs. control) to be inauthentic and corny (perceived corniness). This effect translated to a more negative overall evaluation of the eudaimonic videos (moderated mediation). Self-reported feelings of being touched, moved, and inspired (meaningful affect) were largely unaffected by the dark triad, suggesting that these personality factors do not disable emotional responses to eudaimonic narratives.     

An examination of individual differences in the relation of subjective goal difficulty to performance in a goal‐setting model

A laboratory study investigated individual differences in the role of subjective goal difficulty as a mediating variable in a goal‐setting framework. A moderate or difficult anagram goal was assigned to participants based on individual task ability level. For individuals receiving a difficult goal 3 mediating relations and 1 moderator were found. For individuals receiving only moderately difficult goals, only 1 mediating relation was supported. Results are discussed with respect to goal‐setting theory.