Psychosocial 1

Question 1

psychosocial factors are characteristics or facets that _

Answer 1

influence an individual psychologically and/or socially

Question 2

psychosocial factors can describe individuals in relation to their _

Answer 2

social environment and how these affect physical and mental health

Question 3

define psychosocial influences

Answer 3

interaction of individual (functional) constraints with environmental (sociocultural) constraints

Question 4

recall: generally sociocultural influences operate at the level of an _ constraint

Answer 4

environmental

Question 5

psychosocial development is a _constraint

Answer 5

individual functional

Question 6

social (and cultural) constraints will have a significant influence on a child’s

Answer 6

psychological development as it relates to his/her feelings of “worth” and “place”

Question 7

psychosocial constraints interact with individually developing functional factors as;

Answer 7

• emotions
• perceived abilities
• levels of motivation
• self-esteem

Question 8

all individuals evaluate themselves in areas such as _. Collectively these evaluations determine and individual _

Answer 8

physical activity, physical appearance, academic ability, and social skills
- perception of self-esteem

Question 9

define self esteem

Answer 9

refers to one’s personal judgement of his/her own capability, significance, success and worthiness
- it is a self-evaluation

Question 10

define domain

Answer 10

a domain is an independent area or sphere of influence (such as social, physical, academic)

Question 11

self esteem ranges on a continuum from _

Answer 11

low to high

Question 12

self esteem is not a “general”s sense; however, self esteem, is

Answer 12

DOMAIN SPECIFIC
ex. a person might have a high self-esteem in certian domais (eg. physical and/or social) but not in others (eg. academic)

Question 13

children’s self esteem is greatly influenced by 4 things:
_ these occur through daily _ with significant others

Answer 13

1) verbal positive (well done)
2) verbal negative (why can’t you do better?)
3) non-verbal positive (thumbs up)
4) non verbal negative
- communication

Question 14

children as young as_ can compare themselves with others

Answer 14

5

Question 15

under the age of 10, children depend more on _ than direct comparisons with others

Answer 15

parental appraisals and outcomes of contests

Question 16

what else can contribute to the development of self esteem in the post-childhood years?

Answer 16

feedback and appraisal?

Question 17

the development of self-esteem is also related to emotions like

Answer 17

pride, excitement with success, disappointment, stress with failure, enjoyment

Question 18

list the types of social interactions that influence development of self esteem

Answer 18

• parental appraisal
• comparison with others
• teacher or coach feedback

Question 19

the development of self-esteem is related to emotions associated with

Answer 19

participation
- pride and excitement from success
- disappointment and stress from failure
- influence a person’s self-esteem and motivation to participate

Question 20

we have a pretty good idea of what self-esteem encompasses… but where does it come from?
- self-esteem can influence behaviour because

Answer 20

people tend to act in ways that confirms their beliefs of themselves (people tend to be self-consistent)

Question 21

ex. if a person has a low perceived competency (low domain specific self-esteem) about their ability to perform a skill, they tend to perform the skill with _

Answer 21

low competency
- this is referred to as a causal attribution

Question 22

define causal attributions

Answer 22

the reasons that people credit with success and failure (ie. the things that caused the observable output, good or bad, to occur)
- these attributions differ as a function of self-esteem

Question 23

give 2 examples of phrases of low and high self esteem (in response to a playoff win)

Answer 23

low - it wasn’t because of me
high - it was totally because of me

Question 24

high self-esteem attributions are:

Answer 24

1) Internal
2) stable
3)controllable

Question 25

define internal high self-esteem attributions

Answer 25

they influence outcome through their own behaviours

Question 26

define stable high self-esteem attributions

Answer 26

factors influencing outcome consistent

Question 27

define controllable high self-esteem attributions

Answer 27

they personally control the factors controlling outcome

Question 28

low self-esteem attributions are:

Answer 28

1) external 2) unstable 3) uncontrollable

Question 29

define external low self-esteem attributions

Answer 29

outside forces beyond their control affect outcome

Question 30

define unstable low self-esteem attributions

Answer 30

factors influencing outcome are not consisten(eg. luck, fate, etc.)

Question 31

define uncontrollable low self-esteem attributions

Answer 31

there was nothing they could do that would result in a different outcome

Question 32

children with high self-esteem give _, _, _ reasons for outcomes

Answer 32

internal, stable, controllable

Question 33

children with low self-esteem tend to make _ attributions about outcomes and exhibit the following behaviours:

Answer 33

inaccurate - unwlling to try challenging tasks - lack of effort to do well - avoidance of participation

Question 34

levels of self-esteem (and the attributes that give rise to those levels) differ greatly depending on _

Answer 34

age and other individual factors eg. gender

Question 35

children with low self-esteem tend to _ their actual abilities

Answer 35

underestimate

Question 36

underestimating abilities can lead to

Answer 36

- unwillingness to try new and/or challenging tasks - a lack of effort to succeed - avoidance of participation in certain activities

Question 37

attributions can be retained: how?

Answer 37

- do not allow children to attribute failure to lack of ability or bad luck - emphasize improvement through effortand practice - give feedback (important for feedback) - set attainable goals

Question 38

describe the self esteem in children case study

Answer 38

Owen, Player #3 * Showing signs of low self-esteem * When he misses a catch: “I can’t do anything right, I want to go home, I hate this” * When he catches successfully: “It’s just luck, I still dropped the other two. I’m the worst player on this whole team”

Question 39

attributing failure to lack of ability / attributing success to luck can be retrained to

Answer 39

- emphasize improvement through effort - emphasize improvement through continued practice - provide progressive learning experienes - encourage goal setting - give accurate feedback

Question 40

what happens with the amount and intensity level of physical activit as adults grow older?

Answer 40

decrease

Question 41

list the psycosocial factors influencing adults' activity levels

Answer 41

- stereotypes of 'appropriate' activity levels - limited access to facilities and programs - childhood experiences - concerns about personal limitations on exercise - lack of role models - lack of knowledge about appropriate exercise programs - belief that exercise is harmful

Question 42

adult exercise participation reflected in 3 interrelated factors

Answer 42

1) personal incentives - desire to be successful, compete, be with other,s receive recognition, maintain health, cope with stress, improve fitness 2) sense of self - in regard to one's self-esteem 3) perceived options - such as transportation to sites

Question 43

self-esteem also influences the motivation of adults:

Answer 43

like children, adults tend to behave based on the beliefs of themselves - recall, that children base their judgements largely from their significant others - adults obtain info from 4 sources

Question 44

adults obtain their information from 4 sources: (self esteem in adults)

Answer 44

- actual experiences - vicarious experiences - verbal persuation from others - their physiological state

Question 45

describe the self esteem in adults case study

Answer 45

Tara (up to bat) * She continues to strike out and is yet to hit the ball * She sees her best friend on the team hit a homerun and thinks to herself “I will never be that good” * The team is nice to her face, but she can hear them whispering when she's up to bat * She knows her eyesight is declining and is having trouble always seeing the ball

Question 46

researchers have found that adults' self esteem can improve with training when:

Answer 46

- they receive info indicating that their performance is improving - must receive info about their actual performance

Question 47

how can we help adults?

Answer 47

- exercise leaders should encourage adults with low-self esteem in their physical activity to persist - exercise leaders should be aware of the incentives and perceptions of their particular groups - emphasize the benefits of exercise that are most important to those participants

Question 48

most consistent findings regarding goal setting behaviour are:

Answer 48

1) goals are better than no goals 2) harder goals produce higher output (performance) than easy goals 3) specific goals produce higher performance (eg. rather than "do your best") 4) Realistic and measureable goals are essential

Question 49

describe 1) goals are better than no goals

Answer 49

subjective (trying one's best) general objective (losing weight) specific objective (lose 5 lbs) - most informative, provides regular feedback, directs attention

Question 50

describe 4) Realistic and measureable goals are essential

Answer 50

- must be accepted by the learner - long term goals should be broken up into several shorter term goals

Question 51

all of these(findings regarding goal setting behaviour) depend on:

Answer 51

- individual differences - types of situations - types of feedback available

Question 52

list the advantages of goal setting

Answer 52

- enhances self confidence - enhances perceptions of self efficacy - easily applied to team or group tasks - useful in injury or rehab situations

Question 53

list the disadvantages of goal setting:

Answer 53

- almost always reliant on performers effort (they may lack ability) - stressful (too many goals, goals are too hard) - may ignore other areas (stressing individual goals may lead to neglect in team/group goals)

Question 54

there are fairly consistent differences between people in their need to achieve a goal, evidence suggests environmental and task factors (ie.what you are trying to succeed at) are mediating influences on motivation:

Answer 54

1) perceived possibility of success 2) incentive value of success

Question 55

describe 1) perceived possibility of success

Answer 55

- even if one is highly motivated, they are highly unlikely to strive for achievement if probability for success is low

Question 56

2) incentive value of success

Answer 56

is success worth the cost of achieving it?

Question 57

describe motivation through reinforcement:

Answer 57

- as we have discussed, reinforcement systems (postive and negative) are important determinants of learning and development - postive reinforcement (reward) - negative reinforcement (penalty) both of these will affect amount of motivation - all of these are extrinsic motivators (they are delivered by others)

Question 58

parents and teachers should not rely too heavily on the use of _

Answer 58

extrinsic reinforcements - if behaviour is too closely controlled by extrinsic/external rewards, that behaviour will be extinguished when those rewards are discontinued

Question 59

- extrinsic rewards have been described as

Answer 59

not true motivators

Question 60

some degree of reward must be _

Answer 60

intrinsic eg. behaviour is undertaken for its own sake - intrinsic motivation can include recognition, enjoyment, playing well, etc.

Question 61

list some words associated with intrinsic motivation

Answer 61

enjoyment, purpose, growth, curiosity, passion, self-expression, fun

Question 62

list some words associated with extrinsic motivation

Answer 62

pay raises, bonuses, promotions, benefits, prizes, perks, winning