Dynamics of visuo-spatial remembering: a study of information structuring in memory

We studied the process by which learning a pattern of motor activity reaches a steady-state characterized by a reduction in fluctuations. The stimuli consisted of eight visually presented dots that appeared sequentially. In a 20-trial learning phase, participants reproduced the positions of the eight dots after each presentation. Next, they reproduced the pattern 40 times without renewed presentation. In one condition, spatial distances between the dots were proportional to the intervals between their appearances; in the other they were not proportional. We analyzed how the reproduction stabilized at the configuration and dot levels. In proportional as well as non-proportional conditions, stabilization occurs at different time scales for the configuration and dot levels. The stabilization rate differed between proportional and non-proportional conditions. These results are discussed in the framework of dynamical systems.     

The trichotomous achievement goal model and intrinsic motivation: a sequential mediational analysis

This experiment was designed to extend the research by Elliot and Harackiewicz (1996) on the trichotomous achievement goal model in several important ways and to more thoroughly document the processes through which the goals in the trichotomous model influence intrinsic motivation. Results indicated that performance-avoidance goals undermined intrinsic motivation relative to performance-approach and mastery goals; the latter goals evidenced the same intrinsic motivation. These results were obtained using highly evaluative performance goal manipulations, with early adolescent participants, and for a motor task relevant to physical ability. Sequential mediational analyses revealed that competence valuation, state anxiety, and task absorption processes accounted for the observed effects. Perceived competence served neither mediating nor moderating roles.     

UNDERSTANDING FEMALE SPORT ATTRITION IN A STEREOTYPICAL MALE SPORT WITHIN THE FRAMEWORK OF ECCLES'S EXPECTANCY–VALUE MODEL

An empirical research study based upon the expectancy–value model of Eccles and colleagues (1983) investigated the effect of gender-role orientations on psychological dimensions of female athletes' sport participation and the likelihood of their continued participation in a stereotypical masculine activity. The model ( Eccles et al., 1983 ) posits that gender-role orientation is linked to the intention to persist or discontinue sport participation, which is acted upon indirectly through mediation by two motivational variables: an individual's perceived competence and the perceived value of the activity. Three models were compared to test this mediation hypothesis with 333 female adolescent handball players in a prospective study. Results from structural equation modeling showed that a fully mediated model fit the data. The masculinity orientation positively predicted value for and perceived competence in handball, whereas the femininity orientation negatively predicted perceived competence. In addition, the two motivational variables negatively predicted intention to drop out. Finally, such intentions are the more proximal predictors of actual dropout.     

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.     

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.     

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.     

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.