An analysis of the relationship between self-efficacy and performance in a continuous educational gymnastics routine
Bibliographic record
Abstract
Research has consistently shown a moderate, positive correlation between efficacy and sport performance (Moritz, Feltz, Fahrbach, & Mack, 2000). This relationship has been shown to be reciprocal over seasons (e.g., Myers, Payment, & Feltz, 2004), and across trials (e.g., Feltz, 1982). The purpose of the present study was to examine the self-efficacy-performance relationship within one continuous routine. Forty-seven undergraduate students (27 male, 20 female) performed a gymnastic routine while using a self-efficacy scale following a 9-week educational gymnastics course. A path analysis revealed that self-efficacy was not a significant predictor of performance, nor was performance a significant predictor of self-efficacy. However, previous performance was a significant predictor of subsequent performance (p < .01; ?s ranged from .517 to .679). These findings are consistent with previous research suggesting that past performance is a stronger predictor of future performance than self-efficacy (Feltz, 1982; Feltz & Mugno, 1983). Self-efficacy may not be a significant predictor of performance due to performance barriers which prevents efficacy from operating as a causal influence (Feltz, 1982), or self-efficacy may be embedded in previous performance which could inflate past performance scores (Feltz, Chow, & Hepler, 2008). Future studies will address limitations in protocol when studying self-efficacy and performance within continuous trials.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".