School of Sport, Health, and Exercise Sciences, Institute for the Psychology of Elite Performance, University of Wales Bangor, Gwynedd, UK.
Br J Psychol. 2010 May;101(Pt 2):361-71. doi: 10.1348/000712609X467891. Epub 2009 Sep 9.
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.
本研究在尖点突变模型框架内探讨了自我效能感和任务难度增加/减少对参与和退出的交互作用。使用封闭的运动技能瞄准任务，要求参与者（N=60）在任务难度增加然后减少（或反之亦然）的条件下竞争，他们因表现良好而获得奖励，但因表现不佳而受到惩罚。报告自我效能感低的参与者在任务难度较低的水平上退出，而不是高自我效能感的参与者。此外，直到任务难度显著降低，该组才重新参与任务。尽管高自我效能感组在高难度任务中出现了任务退出，但他们以与退出时类似的方式重新参与。研究结果通过直接允许任务退出，支持并扩展了之前对突变模型的测试结果。
