interpersonal feedback
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2021 ◽  
Vol 36 (4) ◽  
pp. 106123
Author(s):  
Andreana Drencheva ◽  
Ute Stephan ◽  
Malcolm G. Patterson ◽  
Anna Topakas

2018 ◽  
Vol 49 (1) ◽  
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Kathryn L. Bollich-Ziegler ◽  
Daniel Leising

2017 ◽  
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Ron Meyer ◽  
Ronald Meijers

2015 ◽  
Vol 2015 (1) ◽  
pp. 13221
Author(s):  
Andreana Drencheva ◽  
Ute Stephan ◽  
Malcolm Patterson

2014 ◽  
Vol 36 (2) ◽  
pp. 146-156 ◽  
Author(s):  
Paul D. Saville ◽  
Steven R. Bray ◽  
Kathleen A. Martin Ginis ◽  
John Cairney ◽  
Deborah Marinoff-Shupe ◽  
...  

Interpersonal feedback from coaches may be instrumental in the formation of children’s self-efficacy to learn or perform sport skills. We report on two studies that explored perceived sources of self-efficacy and relation-inferred self-efficacy (RISE) in one-on-one interviews with sport camp participants (N = 61; ages 7–12) and focus groups with recreational league participants (N = 28; ages 8–12). Participants’ responses indicated that prior experiences and socially constructed interactions contributed to the development of self-efficacy and RISE beliefs. Results support Bandura’s (1997) theorizing that self-efficacy is developed through processing of experiential feedback as well as Lent and Lopez’s (2002) tripartite theory proposing interpersonal feedback from influential others contributes to children’s RISE and self-efficacy.


NeuroImage ◽  
2009 ◽  
Vol 47 ◽  
pp. S194
Author(s):  
K.U. Lee ◽  
K.D. Sudheimer ◽  
S.H. Ho ◽  
S.F. Garfinkel ◽  
S.F. Taylor ◽  
...  

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