A test of engagement versus disengagement in catastrophe models.
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.
Beattie
S
S
School of Sport, Health, and Exercise Sciences, Institute for the Psychology of Elite Performance, University of Wales Bangor, Gwynedd, UK. s.j.beattie@bangor.ac.uk
Davies
M
M
D000124:Achievement; D000293:Adolescent; D001007:Anxiety / Q000523:psychology; D001143:Arousal; D054874:Athletic Performance; D003657:Decision Making; D005260:Female; D005538:Football / Q000523:psychology; D006801:Humans; D007389:Internal-External Control; D007600:Judgment; D008297:Male; D008960:Models, Psychological; D015233:Models, Statistical; D009042:Motivation; D012054:Reinforcement, Psychology; D020377:Self Efficacy; D055815:Young Adult