Winning LaneLtd
Enhanced performance through emotional control
Enhanced performance through emotional control
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Self-efficacy is defined as the beliefs of confidence individuals have in their ability to
execute courses of action or attain specific performance outcomes (Bandura, 1997).
Self-efficacy expectations can influence initiating behavior, how much effort will be
applied to attain an outcome, and the level of persistence applied to the task in the
face of difficulties and setbacks (Bandura, 1997). Perceptions of self-efficacy relate
with successful performance in a number of areas including sport (Moritz et al., 2000)
work (Stajkovic and Luthans, 1998), and education (Multon et al, 1991). Self-efficacy
is proposed to mediate the relationship between previous performance
accomplishments and future performance. Performances perceived as successful are
proposed to raise self-efficacy, whilst performance perceived as poor will reduce self-
efficacy. There are a number of benefits to raising self-efficacy including maintaining
positive emotions, enhanced concentration (not distracted by worry), the standard of
performance set as a goal (challenging rather than easy), the amount of effort
exerted to attain the goal (enhances persistence), performance strategies and beliefs
(playing to win rather than not to lose) and momentum (winning from behind).
We have been involved in numerous projects investigating self-efficacy. We have
developed situationally-specific measures (see Lane, Hall, & Lane, 2002 for an
example). Each study we have conducted has involved an exploration of the
competencies that individuals in the area. Evidence suggests that developing self-
efficacy scales using this procedure provides useful measures. We developed specific
self-efficacy scales in boxing (Lane & Terry, 1997; tennis (Lane, Jones, & Stevens,
2002); academic settings (Lane, Devonport et al., 2003; Lane & Lane, 2001, 2002;
Lane, Lane, & Kyprianou, 2004; Lane, Lane, & Cockerton, 2003); Judo (Collins, Lane
et al., 2007); Netball (Mahoney, Devonport, & Lane, 2008) ; Nursing (McConville &
Lane, 2006; and Amputee soccer (Lowther, Lane, & Lane, 2002).
The majority of studies have focused on predicting performance from self-efficacy
measures. For example, in a study involving 76 postgraduate students, Lane and
Lane (2001) found that self-efficacy to cope with the” intellectual demands of the
program" predicted 11.5% of the variance in performance, in what was a complex task
some 13 weeks after self-efficacy measures were taken. In a similar study, Lane, Lane
and Cockerton (2003) found that self-efficacy to “pass exams/assignments first time”
significantly correlated (r = .24) with mean performance over 12 modules with a 24-
week time period between when self-efficacy measures were assessed and
performance.
Key points
Raising self-efficacy can lead to:
Raising self-efficacy can lead to:
- enhanced positive emotions,
- enhanced concentration (not
distracted by worry), - raising the standard of
performance set as a goal
(challenging rather than easy), - raising performance strategies and
beliefs (playing to win rather than
not to lose) and enhancing
momentum (winning from behind).
- Develop a self-efficacy
scale specific to the
situation or task at hand - Explore factors related to
self-efficacy such previous
performance,
coach/manager influence - Develop strategies to raise
self-efficacy and examine
relationship with
performance