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The Effect of Manipulated Self-Efficacy on Perceived and Sustained Effort
Abstract
Self-efficacy's role in determining perceived and sustained effort during an isometric handgrip task was assessed using a repeated measures experimental design. Moderately active, predominantly Caucasian, participants (male = 33, female = 39, M = 19.18 years, SD = .74) were recruited from the southeastern United States. Participants were randomly assigned to one of three groups: High-efficacy (HE), low-efficacy (LE), or control. Efficacy expectations were manipulated via false performance feedback. During the task participants provided differentiated ratings of perceived effort at 15-s intervals. Effort tolerance was determined by the length of time the participant could maintain the task. Repeated measures (RM) multivariate analysis of variance (MANOVA) indicated the HE group found the task less strenuous and more enjoyable than the LE or control group. Furthermore, the HE group demonstrated greater tolerance of the task than either the LE or control group. These findings imply that self-efficacy has a major role in enhancing performance and physical effort tolerance.
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“A study by Hutchinson, Sherman, Martinovic, and Tenenbaum (2008) showed greater tolerance for sustained effort in a continuous force production task, increased self-efficacy, and lower perceived exertion as a function of positive normative feedback compared with both negative feedback and control conditions.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hutchinson, Sherman, Martinovic, and Tenenbaum (2008)
In the citing paper
“For example, expectancies can influence performance through proactive effects on effort expenditure (Fiorio, Andani, Marotta, Classen, & Tinazzi, 2014;Hutchinson et al., 2008) and on perception (Abrams & Weidler, 2015;Chauvel et al., 2015;Piedimonte, Benedetti & Carlino, 2015;Witt, South, & Sugovic, 2014).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hutchinson et al., 2008
In the citing paper
“Heightened expectations result from performance accomplishments (Bandura, 1977), but expectations have also been experimentally and prospectively linked to motor performance (Feltz, Chow, & Hepler, 2008;Hutchinson et al., 2008;Moritz et al., 2000;Neiss, 1989;Wulf et al., 2012).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hutchinson et al., 2008
In the citing paper
“Task enjoyment (Hutchinson et al., 2008) and positive affect as assessed by the Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988) also have been related to conditions that enhance expectancies (Stoate et al., 2012).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hutchinson et al., 2008
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Metadata
- Authors
- Hutchinson, J. C., Sherman, T., Martinovic, N., & Tenenbaum, G.
- Affiliations
- Emory University (US)
- Florida State University (US)
- Venue
- Journal of Applied Sport Psychology
- Publisher
- Informa UK Limited
- Published
- 2008-10-29
- Volume
- 20
- Issue
- 4
- Pages
- 457-472
- ISSN
- 1041-3200 (ISSN-L)
- 1533-1571
- OpenAlex
- W2148713704
- Cited by
- 215
- References
- 49
- Citations by year
- 2026: 4 · 2025: 14 · 2024: 12 · 2023: 10 · 2022: 13 · 2021: 23 · 2020: 27 · 2019: 16 · 2018: 14 · 2017: 13 · 2016: 9 · 2015: 15 · 2014: 7 · 2013: 10 · 2012: 10
- FWCI
- 10.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Sport Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- self-efficacy, perceived exertion, sustained effort, effort tolerance, isometric handgrip, task enjoyment, physical performance
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