Rudisill (1989) Influence of perceived competence and causal dimension orientation on expectations, persistence, and performance during perceived failure

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Influence of perceived competence and causal dimension orientation on expectations, persistence, and performance during perceived failure

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CONTRIBUTORS:

Author:

Rudisill, M. E. (Auburn University)

JOURNAL:

Research Quarterly for Exercise and Sport (RQES), 60(2), 166 - 175.

YEAR:

1989

PUB TYPE:

Journal Article

SUBJECT(S):

motor-skill; achievement; attitude; child; self-perception; self-concept; persistence

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=241020&title=241020

LANGUAGE:

English

PUB ID:

103-342-022 (Last edited on 2002/02/27 18:44:07 US/Mountain)

SPONSOR(S):

ABSTRACT:
This investigation was conducted to compare the influence of high and low perceived competence (PC) and various causal dimension orientation on expectations, persistence, and performance while perceiving failure on a motor task. Based on a response to a PC scale, 84 junior high school students were selected to participate in this study. Separately, 42 low and 42 high PC subjects were oriented to perceive their performance on a stabilometer balancing task as due to : (a) internal, controllable, unstable factors (ICU); (b) internal, uncontrollable, stable factors (IUS); or (c) nothing in particular (NDO). Subjects then received fictitious negative feedback over 15 trials. Results revealed that persistence, expectations, and performance dependent measures were significant for PC and Causal Dimension groups. More specifically, the High PC groups persisted longer, had higher expectations, and performed significantly better than the Low PC group. Furthermore, the subjects presented ICU orientations persisted for a longer amount of time, revealed higher expectations over trials, and performed significantly better over trials than the subjects of the IUS and NDO groups. These findings suggest that perceived competence and causal dimensional orientations influence children's expectations, persistence, and performance when perceiving failure on a motor task.

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