1,703
Views
33
CrossRef citations to date
0
Altmetric
Original Article

The Effect of Psychological Skills Training (PST) on Self-Regulation Behavior, Self-Efficacy, and Psychological Skill Use in Military Pilot-Trainees

, &
Pages 136-147 | Published online: 13 Dec 2017

References

  • Bandura, A. (1986). Social foundation of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1988). Organisational applications of social cognitive theory. Australian Journal of Management, 13, 275–302.
  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.
  • Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest, through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586–598.
  • Barwood, M., Dalzell, J., Datta, A., Thelwell, R., & Tipton, M. (2006). Breath-hold performance during cold water immersion: Effects of psychological skills training. Aviation Space & Environmental Medicine, 77, 1136–1142.
  • Bull, S., Albinson, J., & Shambrook, C. (1996). The mental game: Getting psyched for sport. Eastbourne, UK: Sports Dynamics.
  • Cleary, T. J., & Zimmerman, B. J. (2001). Self-regulation differences during athletic practice by experts, non-experts, and novices. Journal of Applied Sport Psychology, 13, 185–206.
  • Driskell, J. E., Salas, E., & Johnston, J. J. (2006). Decision making and performance under stress. In T. W. Britt, A. Adler, & C. A. Castro (Series Eds.), and T. W. Britt, C. A. Castro, & A. Adler (Eds.), Military life: The psychology of serving in peace and combat: Vol. 1 Military performance (pp. 128–154). New York, NY: Praeger Press.
  • Filby, W., Maynard, I., & Graydon, J. (1999). The effect of multiple-goal strategies on performance outcomes in training and competition. Journal of Applied Sport Psychology, 11, 230–246.
  • Fiore, S. M., Hoffman, R. R., & Salas, E. (2008). Learning and performance across disciplines: An epilogue for moving multi-disciplinary research toward an interdisciplinary science of expertise. Military Psychology, 20, S155–S170.
  • Fournier, J., Calmels, C., Durand-Bush, N., & Salmela, J. (2005). Effects of a season-long PST program on gymnastic performance and on psychological skill development. International Journal of Sport and Exercise Psychology, 3, 59–77.
  • Hall, C., Mack, D., Paivio, A., & Hausenblas, H. (1998). Imagery use by athletes: Development of the sport imagery questionnaire. International Journal of Sport Psychology, 29, 73–89.
  • Hardy, J., Gammage, K., & Hall, C. R. (2001). A description of athlete self-talk. The Sports Psychologist, 15, 306–318.
  • Kendall, G., Hrycaiko, D., Martin, G. L., & Kendall, T. (1990). The effects of an imagery rehearsal, relaxation, and self-talk package on basketball game performance. Journal of Sport and Exercise Psychology, 12, 157–166.
  • Locke, E. A., & Latham, G. P. (1985). The application of goal-setting to sports. Journal of Sport Psychology, 11, 263–282.
  • Martin, K. A., Moritz, S. E., & Hall, C. R. (1999). Imagery use in sport: A literature review and applied model. The Sports Psychologist, 13, 245–268.
  • McDonald, J., & Orlick, T. (1994). Excellence in surgery: Psychological considerations. Contemporary Thought on Performance Enhancement, 3, 13–32.
  • Orasanu, J. M., & Backer, P. (1996). Stress and military performance. In J. E. Driskell & E. Salas (Eds.), Stress and human performance (pp. 89–125). Mahwah, NJ: Erlbaum.
  • Orlick, T. (1996). The wheel of excellence. Journal of Performance Education, 1, 3–18.
  • Paivio, A. (1985). Cognitive and motivational functions of imagery in human performance. Canadian Journal of Applied Sport Sciences, 10, 22S–28S.
  • Patrick, T. D., & Hrycaiko, D. W. (1998). Effects of a mental training package on an endurance performance. The Sport Psychologist, 12, 283–299.
  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71–86.
  • Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaert, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). San Diego, CA: Academic Press.
  • Shambrook, C. J., & Bull, S. J. (1996). The use of a single-case research design to investigate the efficacy of imagery training. Journal of Applied Sport Psychology, 8, 27–43.
  • Tenenbaum, G., Edmonds, W. A., & Eccles, D. W. (2008). Emotions, coping strategies, and performance: A conceptual framework for defining affect-related performance zones. Military Psychology, 20, S11–S37.
  • Thelwell, R. C., & Greenlees, I. A. (2001). The effects of a mental skills training package on gymnasium triathlon performance. The Sport Psychologist, 15, 127–141.
  • Thelwell, R. C., Greenlees, I. A., & Weston, N. J. V. (2006). Using psychological skills training to develop soccer performance. Journal of Applied Sport Psychology, 18, 254–270.
  • Thelwell, R. C., & Maynard, I. W. (2003). The effects of a mental skills package on “repeatable good performance” in cricketers. Psychology of Sport and Exercise, 4, 377–396.
  • Thomas, P. R., Murphy, S. M., & Hardy, L. (1999). Test of performance strategies: Development and preliminary validation of a comprehensive measure of athletes’ psychological skills. Journal of Sports Sciences, 17, 697–711.
  • Vealey, R. S., & Greenleaf, C. A. (2001). Seeing is believing: Understanding and using imagery in sport. In J. M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (4th ed., pp. 247–283). Mountain View, CA: Mayfield.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social–cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Seidner (Eds.), Self-regulation: Theory, research, and applications (pp. 13–39). Orlando, FL: Academic Press.
  • Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705–722). Cambridge, UK: Cambridge University Press.
  • Zimmerman, B. J., Bonner, S., Evans, D., & Mellins, R. (1999). Self-regulating childhood asthma: A developmental model of family change. Health Education and Behavior, 26, 53–69.
  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. Journal of Educational Psychology, 23, 614–628.
  • Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284–290.
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 1, 51–59.
  • Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D. H. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 185–207). Hillsdale, NJ: Erlbaum.
  • Zinsser, N., Bunker, L., & Williams, J. M. (2001). Cognitive techniques for building confidence and enhancing performance. In J. M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (4th ed., pp. 284–312). Mountain View, CA: Mayfield.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.