Winning LaneLtd
Enhanced performance through emotional control
Enhanced performance through emotional control
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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.
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.
Raising self-efficacy can lead to:
- Enhanced positive emotions,
- Enhanced concentration (not being
distracted by feeling worried)