Attentional capture by motion onsets is spatially imprecise

Using straight translatory motion of a visual peripheral cue in the frontoparallel plane, and probing target discrimination at different positions along the cue's motion trajectory, we found that target orientation discrimination was slower for targets presented at or near the position of motion onset (4.2° off centre), relative to the onset of a static cue (Experiment 1), and relative to targets presented further along the motion trajectory (Experiments 1 and 2). Target discrimination was equally fast and accurate in the moving cue conditions relative to static cue conditions at positions further along the cue's motion trajectory (Experiment 1). Moreover, target orientation discrimination was not slowed at the same position, once this position was no longer the motion onset position (Experiment 3), and performance in a target colour-discrimination task was not slowed even at motion onset (Experiment 4). Finally, we found that the onset location of the motion cue was perceived as being shifted in the direction of the cue's motion (Experiment 5). These results indicate that attention cannot be as quickly or precisely shifted to the onset of a motion stimulus as to other positions on a stimulus’ motion trajectory.     

Male and Female Athletes' and Nonathletes' Expectations about Sport Psychology Consulting

Abstract

The purpose of this study was to explore expectations of athletes and nonathletes about sport psychology consulting. Tinsley's (1982) Expectations About Coun-seling-Brief form was revised using sport psychology terms. The revised instrument, Expectations About Sport Psychology Consulting (EASPC) questionnaire, was administered to 111 athletes (64 male and 47 female) and 166 nonathletes (72 male and 94 female) attending an NCAA Division I university. Confirmatory factor analysis showed that the data fit the hypothesized 3-factor model (i.e., personal commitment, facilitative conditions, and consultant expertise). A 2 (College Sport Participation) 2 (Gender) MANOVA and follow-up discriminant function analyses revealed that females had higher expectancies of personal commitment than did males whereas males believed that consultants were more directive and more capable of solving problems quickly than did females. No significant differences were obtained between athletes and their peers. The results indicate that the EASPC instrument might be a valuable tool for determining expectations about sport psychology consulting.     

Building self-efficacy in tennis players: A coach's perspective

Abstract

The purpose of the present investigation was to assess the degree to which high school and age group tennis coaches use 13 strategies for influencing self-efficacy and their evaluation of the effectiveness of those strategies. Self-efficacy rating differences between categories of coaches (e.g., male versus female, successful versus less successful, more versus less experienced, physical education/coaching courses versus no courses) were also examined. Subjects were 222 high school and age group coaches in the Southwest and results indicated that they used all 13 strategies designed to enhance self-efficacy to a moderate degree and found these techniques to be at least moderately effective. More specifically, the most often used strategies to enhance self-efficacy as well as those strategies found most effective included encouraging positive self-talk, modeling confidence oneself, instruction-drilling, liberally rewarding statements, and verbal persuasion. Few between-coach differences were found in efficacy use and effectiveness ratings. Hcsults are discussed in terms of Gould, Hodge, Peterson, and Giannini's (1989) study concerning the use of efficacy enhancing strategies in elite coaches as well as Bandura's self-efficacy theory.     

Evoked prior learning experience and approach to learning as predictors of academic achievement

Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self‐efficacy, deeper approaches to learning, higher quality teaching, students’ perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. Aim. To investigate how students’ evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self‐efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Sample. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. Method. A 77‐item questionnaire was used to gather students’ self‐report of their evoked prior experience (self‐efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi‐variable (structural equation modelling) methods. Results. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi‐variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self‐efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Conclusions. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching–learning contexts are analysed using multi‐variable methods.     

Can intergroup contact improve humanity attributions?

In this paper, intergroup contact was evaluated as a strategy to favor outgroup humanization. We tested a double‐mediation model, in which contact is associated with both decreased salience of intergroup boundaries and the adoption of a common identity. These recategorizations, in turn, are related to lower levels of anxiety and higher levels of empathy, both emotions being proximal predictors of outgroup humanization. The model was tested using structural equation modeling in the context of different intergroup relations: Italians versus immigrants (Study 1); Northern Italians versus Southern Italians (Study 2). Supporting the hypotheses, group representations and emotions mediated the relationship between contact and humanity attributions. The practical implications of results are discussed.