Coupling kinematics of memory and kinematics of movement: the conditions for a psychological relativity

The organization of spatial and temporal information relative to memory-movement interactions was studied in a recall task. Stimuli consisted of four different configurations of eight dots, presented sequentially. In two configurations, the stimuli were spatiotemporal congruent, with (constant or variable) inter-stimulus distances corresponding to (constant or variable) inter-stimulus time intervals. In the other two configurations, the stimuli were spatiotemporal incongruent, with (constant or variable) inter-stimulus distances not corresponding to (variable or constant) inter-stimulus time intervals. After a learning phase consisting of 20 presentations of the target configuration, participants performed a series of pointing movements to reproduce both spatial and temporal characteristics of the stimulus 60 times in succession without ever re-examining the target configuration. Classically, in incongruent spatiotemporal conditions, the reproduction of, respectively, constant distances or constant time intervals are strongly disturbed by the simultaneous perception of variable inter-stimulus time intervals (Tau effect) or variable distances (Kappa effect). We assume that these spatiotemporal dependencies, which occur when the response relates to one dimension only, crucially depend on the non-integration of motoric aspects in memory.     

The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited

The main purpose of this study was to explore the relation between teacher expectations and student achievement in physical education classes, in the light of three complementary hypotheses. Student achievement may confirm teacher expectations because these expectations create self‐fulfilling prophecies, create perceptual biases, or accurately predict, without influencing, student achievement (Jussim, 1989 ). Another purpose was to examine the mediating role played by students' perceived ability in the teacher expectancy process. Study data were obtained from 173 students and 7 teachers. Path analysis revealed that teacher expectations have weak self‐fulfilling effects, strongly predicted student achievement mainly because they are accurate, and have no biasing effects on teacher judgements. Results also show evidence concerning the role of partial mediator of perceived student ability in the confirmation process of teacher expectations. Copyright © 2002 John Wiley & Sons, Ltd.     

Perceptions of competence,implicit theory of ability,perception of motivational climate,and achievement goals: a test of the trichotomous conceptualization of endorsement of achievement motivation in the physical education setting

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.     

The influence of sex stereotypes and gender roles on participation and performance in sport and exercise: Review and future directions

The role of sex stereotypes and gender roles in the sex differences observed in sport and exercise has been extensively investigated in sport psychology, past studies showing that stereotypes are internalized into the self during the socialization process. Although this research has provided clear evidence of the psychosocial roots of sex differences in athletics, focusing exclusively on an internalization explanation may not allow a complete understanding of the influence of stereotypes in this domain. This article presents two approaches that have been developed in mainstream psychology and discusses their relevance in sport psychology: (1) the situational approach, which considers that the mere presence of stereotypes in the environment is sufficient to affect individuals (e.g., stereotype threat theory); (2) the content of stereotypes approach (e.g., stereotype content model), which suggests that stereotypes about a particular group may be ambivalent, and that this ambivalence may serve to legitimize the status quo.     

A Longitudinal Study of Perceived Conflict and Instrumental Relationships Between Life Contexts Among Adolescents: The Role of Self-Determined Motivation

This study is a 3-year follow-up of 746 adolescents on the evolution of perceived conflicting or instrumental relationships between sport, education, and friendship. School-to-sport conflict increases with age, in particular among boys, and is maximal among adolescents self-determined toward sport but not toward school. Sport-to-school instrumentality increases among boys, decreases among girls, and is positively linked to contextual self-determined motivation. Friendship-to-sport conflict is more prevalent at the beginning and the end of adolescence, among girls, and is negatively linked to friendship self-determined motivation. Sport-to-friendship instrumentality decreases during adolescence, in particular for females, and is positively associated with contextual self-determined motivation.     

The relation between risk perceptions and physical activity among older adults: A prospective study

Past studies have found that risk perceptions of suffering from diseases play an important role in the development of intentions to perform physical activity (PA). According to the behaviour motivation hypothesis, perceived risk could be positively and directly related to PA, but this possibility has been ignored and/or underestimated. Accounting for recent methodological developments on the importance of study design and risk perception assessment, the purpose of the present study was to examine the risk-perceptions–PA relationship among older adults. Participants (N?=?143) aged from 61 to 70 years initially underwent measurement of risk perceptions, baseline PA, socio-demographic and health factors. Six months later, they were asked about their PA participation. Multiple regression analyses revealed that perceived risk of suffering from diseases and conditions without regular PA participation was an independent positive predictor of later PA, over and beyond baseline behaviour, socio-demographic and health variables. This study fills a gap in the existing literature on the PAs of older adults and reveals that risk perceptions are directly linked to their participation. In addition, it extends existing knowledge in health psychology on the behaviour motivation hypothesis, and emphasises the necessity of methodological adjustments when assessing the risk-perception–behaviour relationship.     

Predictors of situational disengagement in the academic setting: The contribution of grades,perceived competence,and academic motivation

Background. Although psychological disengagement is a well‐documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. Aims. The purpose of the present study was to identify the predictors of situational disengagement in a physical education (PE) setting. In line with the core postulate of psychological disengagement, it was hypothesized that grades contribute to discounting through a decrease in perceived competence. Drawing upon self‐determination theory, it was also expected that devaluing reflects the motivational orientations of individuals. Sample. A total of 120 students who were in seventh, eighth, and ninth grades. Method. Students were asked to report their motivation towards PE and their perceived competence at the beginning of a 10‐week cycle. Perceived competence in PE and psychological disengagement were assessed at the end of cycle, after grades were communicated individually to each student. Results. The results revealed that grades significantly predicted discounting, through perceived competence, but did not predict devaluing. Devaluing was negatively predicted by integrated and identified regulations, and positively predicted by amotivation, whereas no motivational variables were related to discounting. Conclusion. The present study extends the core postulate of psychological disengagement to situational disengagement. It revealed that students may temporarily disengage their self‐esteem from performance feedback through discounting, but are less inclined to devalue the academic domain when faced with negative feedback in a particular situation because of their motivational orientations.     

Restoration process of the need for autonomy: the early alarm stage

Autonomy is described by self-determination theory as a basic psychological need, essential for individuals' well-being. While basic needs are generally thought to induce a restorative response when thwarted, evidence for such a process is lacking for autonomy. To date, most evidence indicates that autonomy deprivation leads to disaffection of this need in favor of other motives. A temporal model based on the general adaptation syndrome was adapted to reconcile this seeming contradiction. Specifically, it is hypothesized that an early alarm response aimed at restoring the satisfaction of the need for autonomy should precede the later relinquishment and compensation of this need that would result from a prolonged deprivation. Three studies provide support for this model by showing the existence of the immediate autonomy restorative response. Using a controlling situation to manipulate autonomy deprivation, the authors demonstrate in Experiments 1 and 2 that a controlling context leads to enhanced accessibility and an approach bias for autonomy-related stimuli. Experiment 3 indicates that the urge to restore autonomy can also affect personal judgment, leading individuals to make more independent judgments, exercising a nonreactive form of autonomy. Integration of this model within self-determination theory is discussed.     

Physiological markers of challenge and threat mediate the effects of performance-based goals on performance

We predicted that adopting a performance-approach vs. performance-avoidance goal would lead to physiological responses characteristic of psychological states of challenge vs. threat appraisals, respectively. Furthermore, we predicted that these states would mediate the effects of goals on performance. Twenty-seven undergraduate females performed a task described as identifying either exceptionally strong performers (performance-approach goal) or exceptionally weak performers (performance-avoidance goal). Participants’ cardiovascular reactivity (CVR) was recorded while they performed the task. As predicted, participants in the performance-approach goal condition performed better on the task than did those in the performance-avoidance goal condition. Also as predicted, those in the former condition exhibited a challenge pattern of CVR whereas those in the latter condition exhibited a threat pattern of CVR. Furthermore, physiological responses mediated the effects of performance-based goals on performance.