Association of parent,coach, and peer motivational climate with high school athlete burnout and engagement: Comparing mediation and moderation models

The purpose of this study was to (1) examine the direct association of parent-, coach-, and peer-initiated motivational climate with high school athlete burnout and engagement and (2) evaluate whether peer-initiated motivational climate mediates or moderates the association of coach-initiated motivational climate with burnout and engagement. Athletes (n = 150) completed a survey on their perceptions of parent-, coach-, and peer-initiated motivational climate, burnout, and engagement. Findings supported the mediation model, but not the moderation model. In addition to mastery and performance climate direct effects, significant medium-to-large indirect pathways from coach mastery climate → peer mastery climate → burnout, β = -.15, 95% CI [-.333, −.009], and coach mastery climate → peer mastery climate → engagement, β = .19, 95% CI [.020, .293] were observed. Findings support that a parent, coach, and peer-initiated mastery motivational climate was associated with burnout and engagement while a performance climate was mostly unrelated to these indices of athlete well-being. In addition to direct associations with burnout and engagement, coaches also had an indirect association through peer mastery-initiated motivational climate. Findings advance understanding of how parents, coaches, and peers conjointly shape athlete burnout and engagement.     

Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals

Little work has studied achievement goals in social interaction situations. The present experiment aimed at contributing to this matter by showing the potential of social interaction (in particular disagreement) to moderate the effects of achievement goals on learning. Participants were led to think they interacted with a partner, sharing opinions about a text that they were studying. Mastery and performance goals were manipulated. During the “interaction,” they received either disagreement or agreement from this bogus partner. Results showed that a condition in which mastery goals were induced led to better learning than a performance goal condition only when the partner disagreed. No differences between goal conditions were observed when the partner agreed. Implications for achievement goal research are discussed. Part of this work was conducted during Céline Darnon’s doctoral dissertation under the supervision of Fabrizio Butera, and was written during Céline Darnon’s post-doctorate at the University of Wisconsin-Madison, USA, thanks to a Fulbright fellowship.     

Mental fatigue influence on effort-related cardiovascular response: difficulty effects and extension across cognitive performance domains

Two experiments investigated cardiovascular effects of mental fatigue as a function of (1) the difficulty of the cognitive challenge with which participants were confronted, and (2) the relevance of that challenge to the activity that instigated the fatigue. In the first, participants performed an easy (fatigue low) or difficult (fatigue high) counting task and then were presented an arithmetic challenge (task B relevance high) or a scanning challenge (task B relevance low) with instructions that they would avoid a noise if they attained a modest performance standard. Analysis of blood pressure responses assessed during the work periods revealed fatigue main effects, reflecting stronger responses for High Fatigue participants, regardless of the character of the second task. In the second, the procedure was the same except that it included a high performance standard and provided the chance to win a prize. Analysis of the pressure data revealed fatigue x work period interactions, reflecting relatively stronger responses among High Fatigue participants in work period 1, but relatively weaker responses among these participants in work period 2. Results confirm previous findings and support an analysis of fatigue influence on effort and associated cardiovascular responses. They also argue against the idea that mental fatigue influence may be confined to relevant cognitive performance realms.

Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention

This study examined general education teachers’ implementation of a peer tutoring intervention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention. Following verbal instructions, intervention implementation by four teachers was consistently low or exhibited a downward trend whereas one teacher’s moderate implementation co-occurred with student gains. When classroom training was conducted with four teachers exhibiting low integrity, all teachers improved implementation. After accurately implementing the intervention for three training sessions with classroom training, response dependent performance feedback was provided when teachers independently used the intervention below 100% integrity, as determined by review of permanent products. With response dependent performance feedback, three of the four teachers implemented the intervention at levels above the verbal training performance, whereas implementation for one teacher increased following discussion of an upcoming school team meeting. Student math scores improved during intervention.     

What remains of the intersubjective?: On the presencing of self and other

Recent work in the social sciences has been concerned with how we understand the subject. This has entailed critiquing the ways the subject has traditionally been understood – as a mental entity existing prior to and so organizing our experience of the world. In its place a relational subject has been posited, one emerging through a combination of affective experiences, performative enunciations, and haunting absent presences. However, the implications of such critiques for how we understand intersubjective relations have not been discussed. What remains of intersubjectivity when any subject entering into a relation has already been decentred amid a more-than human ecology of affective relations? In response, this paper draws on the work of Jean-Luc Nancy in developing understandings of the socio-spatial constitution of subjectivity/intersubjectivity in terms of movements of presencing. Here the body-subject is always in approach to itself and others, but neither is actually reached, never (self) present, always already receding: a spacing at the heart of any relation. The discussion is interspersed with a series of narrative sections outlining an encounter between a street performer and their audience which draw attention to a number of key themes in any understanding of intersubjectivity and attempt to expose this inherent dis-position.     

Effects of different swimming race constraints on turning movements

The aim of this study was to investigate the effects of different swimming race constraints on the evolution of turn parameters. One hundred and fifty-eight national and regional level 200-m (meters) male swimming performances were video-analyzed using the individualized-distance model in the Open Comunidad de Madrid tournament. Turn (p < .001, ES = 0.36) and underwater distances (p < .001, ES = 0.38) as well as turn velocity (p < .001, ES = 0.69) significantly dropped throughout the race, although stroke velocity and underwater velocity were maintained in the last lap of the race (p > .05). Higher expertise swimmers obtained faster average velocities and longer distances in all the turn phases (p < .001, ES = 0.59), except the approach distance. In addition, national level swimmers showed the ability to maintain most of the turn parameters throughout the race, which assisted them in improving average velocity at the end of races. Therefore, the variations in the turning movements of a swimming race were expertise-related and focused on optimizing average velocity. Turning skills should be included in the swimming race action plan.     

On the link between mind wandering and task performance over time

Here we test the hypothesis that fluctuations in subjective reports of mind wandering over time-on-task are associated with fluctuations in performance over time-on-task. In Study 1, we employed a singleton search task and found that performance did not differ prior to on- and off-task reports, nor did individual differences in mind wandering predict differences in performance (so-called standard analytic methods). Importantly however, we find that fluctuations in mind wandering over time are strongly associated with fluctuations in behavior. In Study 2, we provide a replication of the relation between mind wandering and performance over time found in Study 1, using a Flanker interference task. These data indicate (1) a tight coupling between mind wandering and performance over time and (2) that a temporal-analytic approach can reveal effects of mind wandering on performance in tasks where standard analyses fail to do so. The theoretical and methodological implications of these findings are discussed.     

Understanding perfectionism and depression in an adult clinical population: Is outcome expectancy relevant to psychological functioning?

Perfectionism is a personality trait defined by high standards of performance, which has been identified as a risk factor for major depressive disorder (MDD). The present study examined if outcome expectancy involved in perfectionism differs for individuals with depression compared to non-depressed controls, and how outcome expectancy relates to depression symptoms. This study included 49 depressed and 42 non-depressed participants. Perfectionism and depression severity were measured via self-report instruments. This study is the first to provide preliminary evidence that outcome expectancies involved in perfectionism may be related to psychological functioning in depression. Individuals with depression demonstrated higher negative and lower positive outcome expectancies associated with perfectionism compared to non-depressed participants. Perfectionism outcome expectancies are also related to depression severity and symptoms. Future research should prospectively investigate relationships of outcome expectancy involved in perfectionism in individuals at risk for depression.     

Quantification of upper limb kinetic asymmetries in front crawl swimming

This study aimed at quantifying upper limb kinetic asymmetries in maximal front crawl swimming and to examine if these asymmetries would affect the contribution of force exertion to swimming performance. Eighteen high level male swimmers with unilateral breathing patterns and sprint or middle distance specialists, volunteered as participants. A load-cell was used to quantify the forces exerted in water by completing a 30 s maximal front crawl tethered swimming test and a maximal 50 m free swimming was considered as a performance criterion. Individual force–time curves were obtained to calculate the mean and maximum forces per cycle, for each upper limb. Following, symmetry index was estimated and breathing laterality identified by questionnaire. Lastly, the pattern of asymmetries along the test was estimated for each upper limb using linear regression of peak forces per cycle. Asymmetrical force exertion was observed in the majority of the swimmers (66.7%), with a total correspondence of breathing laterality opposite to the side of the force asymmetry. Forces exerted by the dominant upper limb presented a higher decrease than from the non-dominant. Very strong associations were found between exerted forces and swimming performance, when controlling the isolated effect of symmetry index. Results point that force asymmetries occur in the majority of the swimmers, and that these asymmetries are most evident in the first cycles of a maximum bout. Symmetry index stood up as an influencing factor on the contribution of tethered forces over swimming performance. Thus, to some extent, a certain degree of asymmetry is not critical for short swimming performance.