The relationship between mental toughness and dispositional flow

Abstract

This article tested the relationship between mental toughness (MT) and dispositional flow. A sample of 135 athletes (M age=20.81 years, SD=2.76), derived from University sports teams and local sports clubs, gave informed consent before completing questionnaires to assess MT and dispositional flow. Pearson correlations revealed a significant and positive relationship between total MT and global flow scores (r=0.65, p <0.001). Correlations between total MT and dispositional flow subscales were all found to be significant and positive, ranging from 0.26 to 0.68. Correlations between global flow and MT subscales were also all significant and positive, ranging between 0.43 and 0.65. Linear regression analyses found MT subscales to account for 45% of the variance in disposition flow, and flow subscales to account for 50% of the variance in MT. These results suggest a reciprocal relationship between MT and flow.     

Sport commitment and participation in masters swimmers: The influence of coach and teammates

Abstract

This study investigated how coach and teammates influence masters athletes' sport commitment, and the effect of functional and obligatory commitments on participation in masters swimming. The sample consisted of 523 masters swimmers (330 males and 193 females) aged between 22 and 83 years (M = 39.00, SD = 10.42). A bi-dimensional commitment scale was used to measure commitment dimensions and perceived influence from social agents. Structural equation modelling analysis was conducted to evaluate the influence of social agents on functional and obligatory commitments, and the predictive capabilities of the two types of commitment towards sport participation. Support provided by coach and teammates increased functional commitment, constraints from these social agents determined higher obligatory commitment, and coach constraints negatively impacted functional commitment. In addition, both commitment types predicted training participation, with functional commitment increasing participation in team training sessions, and obligatory commitment increasing the hours of individual training. The findings suggest that in order to increase participation in masters swimming teams and reduce non-supervised training, coach and teammates should exhibit a supportive attitude and avoid over expectation.     

Ethics,Money, and Sport: This Sporting Mammon

This article is an examination of the recent contribution in this journal by Kreider. In that publication he argued against formalist and non-formalist positions concerning our understanding of game-player and game-playing, focusing his discussion around game rules and their relationship to the two key concepts. This led him to produce alternative conceptions of game-player and game-playing, and it is these conceptions tied closely to the idea of commitment, and Kreider’s arguments surrounding them, which are the subject of my article. Following an introduction, I summarize and evaluate Kreider's dissatisfaction with earlier accounts. Then I present and examine key aspects of his proposals for a different understanding of game-players and game-playing. While I remain uncertain about some of his claims, overall my conclusions are characterized more by disagreement with him than by a sense that he has overcome problems previously expressed theories contain.     

The Sport Commitment Model: An Investigation of Structural Relationships with Thai Youth Athlete Populations

Grounded in the conceptual framework of the Sport Commitment Model and previous empirical studies conducted in Western countries, this study was designed to (a) test and validate a Thai version of the Athlete Opinion Survey to assess components of the Sport Commitment Model in Thai youth athletes and (b) examine structural relationships among various constructs of the Sport Commitment Model as assessed by the Thai version of the Athlete Opinion Survey. Survey data were collected from 1,704 Thai youth athletes and analyzed via structural equation modeling methodologies to establish evidence for validity and measurement reliability. Results from various analyses indicated adequate support for the hypothesized factorial structure and acceptable reliability estimates of the Thai version of the Athlete Opinion Survey subscales. Moreover, modeling analyses showed empirical support for the hypothesized structural relationships underlying the Sport Commitment Model in the Thai youth athlete population. The findings from this study have implications for a better understanding of sport commitment in different cultural settings.     

Cross-Cultural Adaptation and Validation of the Commitment-to-School Scale Using a Sample of Junior High School Youth in Ghana

Empirical evidence from developed countries suggests that students' commitment to school is fundamental to their academic success. However, in developing countries, validated measures of student commitment to school do not exist. The current study helps fill this research gap by examining the validity and reliability of a commitment-to-school scale (CSS) adapted for the Ghanaian context. With a sample of 6,252 middle school–age students, the study employs exploratory and confirmatory factor analyses with weighted least squares means and variance adjusted (WLSMV) to establish and validate the construct as bidimensional. Measurement invariance tests confirm that the two-factor commitment model is generalizable across grade levels but not genders. Given its parsimony and good fit, the adapted CSS might be useful for future research in Ghana. Similarity of the model across grade levels suggests that the scale has potential uses in education research among diverse groups. We suggest that the CSS be developed further for better understanding of students' commitment to school.     

Engagement Project: elements for a reformulation of the Tutorial Action Plan of the Teacher Training degrees at the University of Barcelona / Proyecto Engagement: elementos para una reformulación del Plan de Acción Tutorial de los grados de maestro en la Universidad de Barcelona

As a teaching method, tutorials are fundamental to university education, and are underpinned by the following goals: to accompany students; to help them establish a clear training pathway; and to promote their academic achievement. Our proposal aims to introduce psychological aspects into the Tutorial Action Plan (TAP) which, while often left unattended, are closely related to academic achievement. Our objective is to identify the relation between the academic commitment of pre-service teachers (preschool education, primary education and double degree students) at the UB and stress and coping skills, academic motivation, achievement and self-efficacy, as well as the opinions of students and tutors on the resources used during TAP and potential improvements to it. This is a transversal prospective exploratory study, applying the following questionnaires: Academic commitment (UWESS-9); Perceived Stress Scale (PSS); Self-efficacy (NGSE); Motivation (MSLQ); and two ad hoc online questionnaires. In conclusion, we hope that the results of this study will help us reformulate the TAP of said degree programmes, improving personalized attention and the quality of the student tutorial system, which is one of the standards used to assess universities.     

Antecedents of organizational commitment among faculty: an exploratory study

Faculty are the main asset of a university and determine its success. The attitudes of faculty toward their institution play an especially important role in the academic profession. This study examines the specific antecedents of affective, normative and continuance commitment of faculty to their university. This study is an online survey of 317 faculty of Russian higher education institutions. The results of the regression analysis showed that being an undergraduate inbred (i.e. working at the university from which one graduated) predicted affective and normative commitment toward the university, while having a post at another higher education institution predicted only affective commitment. Faculty who work at several universities have lower levels of emotional attachment to the primary university.     

地方高校大学生心理契约与专业承诺的相关研究

采用大学生专业承诺量表、大学生心理契约问卷对学生进行调查.目的是探讨大学生心理契约与专业承诺的相互关系.结果发现:(1)大学生专业承诺整体呈中上水平,专业承诺存在性别差异(t=4.1,p<0.01)、年级差异(t=7.58,p<0.01);(2)心理契约与违背对大学生的专业承诺产生重要影响,改善学校条件、改变学生对于教师与自己的期望及履约程度的认知有助于促进大学生的专业学习.     

Acceptance and Commitment Training: A Brief Intervention to Reduce Procrastination Among College Students

Academic procrastination is a multifaceted problem with cognitive, behavioral, and motivational correlates. Considered from an acceptance and commitment therapy (ACT) point of view, these correlates relate to experiential avoidance and cognitive fusion. This article describes a brief ACT intervention for reducing procrastination.     

基于服务承诺制的图书馆工作探讨

图书馆作为文献信息中心,应为读者提供优质服务,建立服务承诺制能够增强图书馆自身的服务意识和责任感,是提高服务质量有效的服务模式.通过图书馆开展承诺服务的实践经验,对建立服务承诺制的目的、内容和实施办法作了初步的探讨.