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首页> 外文期刊>Psychology of sport and exercise >Examining the moderating effects of time on task and task complexity on the within person self-efficacy and performance relationship
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Examining the moderating effects of time on task and task complexity on the within person self-efficacy and performance relationship

机译：研究时间对任务的调节作用以及任务复杂性对人内自我效能和绩效关系的影响

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Objectives: The study examined two moderating variables that may influence the direction of the effect of self-efficacy upon performance, namely; time spent on task and task complexity. Design: Multilevel analysis was conducted to examine within person and between group relationships. Method: Eighty eight novice golfers putted in 4 sessions over a period of 2 days (completing 800 putts in total). Each session contained 10 trials of 20 putts. The golfers were split into 2 conditions; a stable task condition where task requirements remained constant across time and a dynamic task condition, where task complexity changed across time. Results: In early learning (i.e., the first 10 trials) results revealed a slight negative effect between selfefficacy and subsequent performance. However, across the 40 trials self-efficacy had a positive effect upon subsequent performance. Further, there was a significant task condition (stable vs. dynamic) interaction. In the easy task condition, self-efficacy showed a slight (but non-significant) positive effect upon performance. However, in the dynamic learning condition, self-efficacy had a positive and significant effect upon subsequent performance. Conclusion: Previous tests of the within person self-efficacy relationship tend to limit learning to 10 trials or less. The study is the first to examine the reciprocal relationship between self-efficacy and performance as a result of task experience (i.e., time spent on the task) and task complexity simultaneously. Positive effects emerged as a result of extended time learning the task and by varying the degree of task complexity whilst learning.
机译：目的：研究考察了两个可能影响自我效能对绩效的影响方向的调节变量，即：在任务和任务复杂性上花费的时间。设计：进行了多层次分析，以检查人与人之间以及群体之间的关系。方法：88名新手高尔夫球手在2天内进行4次推杆（总共完成800次推杆）。每节包含10次20个推杆的测试。高尔夫球手分为两个条件：一个稳定的任务条件，其中任务需求在整个时间范围内保持恒定，而动态任务条件，其中任务复杂度在时间范围内变化。结果：在早期学习（即前10个试验）中，结果表明自我效能感与后续表现之间存在轻微的负面影响。但是，在40项试验中，自我效能感对随后的表现有积极影响。此外，存在重要的任务条件（稳定与动态）交互。在轻松的工作条件下，自我效能感对表现有轻微（但不重要）的积极影响。然而，在动态学习条件下，自我效能感对随后的表现有积极而显着的影响。结论：先前对人内自我效能关系的测试倾向于将学习限制在10次或更少。这项研究是第一个研究自我经验和绩效之间相互关系的研究，这是任务经验（即花费在任务上的时间）和任务复杂性的结果。延长时间学习任务并通过改变学习过程中任务复杂性的程度，产生了积极的效果。

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