Relational Efficacy Beliefs in Physical Activity Classes: A Test of The Tripartite Model

According to Bandura (1977) define the Selfefficacy represents an individuals belief in his or her capabilities to produce a given course of action. Exploring the additional efficacy beliefs that develop alongside and complement selfefficacy within interdependent settings also being discovered by the researchers (Bandura, 2000; Lent & Lopez, 2002).

 In tripartite conceptualization of efficacy beliefs in close interactions, individuals confidence is in their own ability to perform in a given context (i.e., self-efficacy) exists alongside their confidence in the capabilities of important others (Lent and Lopez (2002)). In independent settings, Bandura (1997), Lent and Lopez (2002) proposed that a high degree of confidence in ones own ability aligns with a desirable profile of outcomes within close interactions, in the form of engagement, effort, enjoyment, and personal performance

To explore the predictive relationship between students tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes.

Participant 516 Australian undergraduate students (male = 254, female = 249, 13 did not declare) Recruited from compulsory physical activity classes (i.e tennis) Students participated in one 90-min tennis class per week & did not participate in any compulsory physical activity classes other than their tennis sessions.

1.

2.
3.

4.

Instrument Open-ended two-section questionnaire (Self-efficacy and Relation Inferred Selfefficacy (RISE)) Five-item effort subscale from the Intrinsic Motivation Inventory (IMI) Seven-item scale derived from Pekrun and colleagues Achievement Emotions QuestionnaireMathematics (AEQ-M) End-of semester assessments (undertake a series of technical, tactical, and instructional tasks specific)

1. 2. 3. 4.

Measurement Efficacy Beliefs Effort Enjoyment Achievement

Latent variable path analyses that accounted for nesting within classes revealed: 1. Students were more confident in their own ability when they reported favorable otherefficacy and RISE appraisals 2. A number of direct and indirect pathways through which other efficacy and RISE predicted adaptive in-class outcomes 3. Self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement.

The results of this study revealed a series of noteworthy findings. i. Students relational efficacy perceptions about their instructors (i.e., other-efficacy, RISE) appeared to play a pivotal role in predicting their confidence in their own ability. ii. Other-efficacy and RISE also exhibited multiple direct and indirect predictive pathways with respect to effort, enjoyment, and achievement.

iii. Finally, the researcher observed the positive effects for students self-efficacy perceptions in relation to physical activity class outcomes

References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191215. PubMed doi:10.1037/0033-295X.84.2.191 Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 7578. doi:10.1111/1467-8721.00064 Lent, R.W., & Lopez, F.G. (2002). Cognitive ties that bind: A tripartite view of efficacy beliefs in growth-promoting relationships. Journal of Social and Clinical Psychology, 21, 256286. doi:10.1521/jscp.21.3.256.22535