A test of engagement versus disengagement in catastrophe models
Bibliographic Data
| ID | 9619167 |
|---|---|
| Authors | Stuart Beattie (0000-0002-0952-7402, Bangor University, corresponding author), Marianne Davies (0000-0001-5402-7602, Bangor University) |
| Year | 2010 |
| Volume | 101 |
| Issue | 2 |
| Pages | 361-371 |
| Publication date | 2010-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000712609x467891 |
| PMID | 19744355 |
| OpenAlex | W2080636482 |
| Language | NL |
| References cited | 30 |
The present study explored the interactive effects of self‐efficacy and increasing/decreasing task difficulty upon engagement and disengagement within a cusp‐catastrophe model framework. Using a closed motor skill aiming task participants ( N =60) were required to compete in conditions where task difficulty increased and then decreased (or vice versa) where they were rewarded for good performance but penalized for bad. Participants who reported low levels of self‐efficacy disengage at an earlier level of task difficulty than their high self‐efficacy counterparts. Furthermore, this group did not re‐engage with the task until task difficulty had significantly decreased. Although task disengagement occurred with high difficulty in the high self‐efficacy group, this group re‐engaged in a similar manner in which they disengaged. Findings support and extend those of previous tests of catastrophe models by directly allowing for task disengagement
Cognitive psychology · Developmental psychology · Disengagement theory · Task (project management) · Test (biology) · Behavioral Health and Interventions · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Sport Psychology and Performance
On the Self-Regulation of Behavior
Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement
Not all Personal Goals are Personal
Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students
Effect of self-efficacy, goals, and task strategies on task performance.
Anxiety and Performance
The Intensity of Motivation
Daily Goals, Life Goals, and Worst Fears
Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems
A catastrophe model of anxiety and performance
Anxiety-induced performance catastrophes
Clash of the paradigms
| Citation velocity | historical |
|---|---|
| Highly cited | No |