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Effects of big-five personality traits on the quality of relationship and satisfaction in Chinese coach–athlete dyads
Abstract
The present study examined the influence of personality traits on the quality of the Chinese coach–athlete relationship and satisfaction through a dyadic research design. A total of 350 coach–athlete dyads completed a self-report instrument that assessed personality traits, as well as perceptions of relationship quality and satisfaction with training. Results revealed that: (a) actor effects (i.e., actor's personality will predict his or her own perceptions of relationship quality) of personality traits, namely, conscientiousness, extroversion, and neuroticism, on both coaches' and athletes' perceptions of relationship quality and (b) partner effects (an actor's own personality will predict his or her partner's perceptions of relationship quality) of only athletes' personality, namely, conscientiousness, extroversion, and neuroticism, on their coaches' perceptions of relationship quality. The findings suggested that each relationship member's personality trait contributed independently to relationship quality, and both actor and partner effects of the relationship quality on satisfaction with training were found to be significant. In Chinese sports culture, there presents a unique dynamics of personality and relationship quality among coach–athlete dyad.
... For the purposes of this article, coaching satisfaction is defined as coaches' enjoyment within their occupation (e.g., teacher-coaches' experience) and enjoyment of either their overall or specific components (e.g., training and instruction; personal relationships) of their sporting experience. Examining CAR as a whole scale has seen a moderate-to-strong positive association with satisfaction (Davis et al., 2013;Yang et al., 2015). Moderate-to-strong positive associations between coaches' satisfaction and their CAR have been found in samples from multiple countries: England (Jowett & Nezlek, 2011), Brazil (Contreira et al., 2019), China (Yang & Jowett, 2013b;Yang et al., 2015), and Canada (Rocchi & Camiré, 2018). ...
... Examining CAR as a whole scale has seen a moderate-to-strong positive association with satisfaction (Davis et al., 2013;Yang et al., 2015). Moderate-to-strong positive associations between coaches' satisfaction and their CAR have been found in samples from multiple countries: England (Jowett & Nezlek, 2011), Brazil (Contreira et al., 2019), China (Yang & Jowett, 2013b;Yang et al., 2015), and Canada (Rocchi & Camiré, 2018). This relationship has been seen with coaches from the recreation level to the international level (Contreira et al., 2019;Jowett & Ntoumanis, 2003;Rhind & Jowett, 2010a;Yang et al., 2015) and with both individual and team sports (Contreira et al., 2019;Jowett, 2008a;Sánchez et al., 2009;Yang et al., 2015). ...
... Moderate-to-strong positive associations between coaches' satisfaction and their CAR have been found in samples from multiple countries: England (Jowett & Nezlek, 2011), Brazil (Contreira et al., 2019), China (Yang & Jowett, 2013b;Yang et al., 2015), and Canada (Rocchi & Camiré, 2018). This relationship has been seen with coaches from the recreation level to the international level (Contreira et al., 2019;Jowett & Ntoumanis, 2003;Rhind & Jowett, 2010a;Yang et al., 2015) and with both individual and team sports (Contreira et al., 2019;Jowett, 2008a;Sánchez et al., 2009;Yang et al., 2015). In addition, one study with a sample of Canadian high school teachercoaches (i.e., teachers who volunteer as coaches; N = 2,961) revealed perceptions of CAR were moderately and positively correlated to their job satisfaction as teachers. ...
The purpose of this study was to systematically review the variables associated with the coach–athlete relationship (CAR) from the coaches’ perspective. Three databases were searched; 57 studies published between January 2000 and May 2021 met the inclusion criteria. Correlates ( n = 35) were grouped into three categories: coach variables, athlete variables, and coaching behaviors. Variables positively associated with the coaches’ perspective of the CAR included coaching satisfaction, the teaching of life skills, and engaging in need-supportive behaviors. Negative correlates included coaching burnout, athletes’ avoidant attachment style, and coaches’ controlling behaviors. Aside from coach satisfaction, many of the relationships mentioned came from only one or two studies; therefore, replication studies are needed examining CAR from the coaches’ perspective. In conclusion, the better coaches report CAR to be, the more they also report fostering a caring and autonomy-supportive environment, teaching life skills, and being satisfied with their coaching experience.
... A "centralized sports governance" system has been used in China to organize elite sports, including recruiting youth athletes and hosting major events (Yang et al., 2015). Unlike the primarily free-market system of the US, the Chinese government maintains control of funding, training, and operations for the sport performance sector. ...
... Athletes' satisfaction has been observed as a key reflection of many coaching characteristics, including coaches' personality (Yang et al., 2015), physical behaviors (Davis et al., 2019), and leadership style (Kim et al., 2020). Therefore, considering athletes' satisfaction is an important practice for coaches to achieve successful performance and training efficiency by valuing the effect of different leadership styles. ...
... The fact that autocratic leadership only had a minimal effect on autonomous motivation might be explained by the coexistence and ambivalence of different types of motivation. For example, the nature of the coach-athlete relationship varies depending on different cultural norms in different countries (Yang et al., 2015), and respect for those in positions of authority (i.e., coaches) is considered a traditional norm in Chinese culture. However, athletes' respect for a coach may develop differently and be affected by varying factors in different (e.g., Western) cultural contexts. ...
Introduction
The current study investigated the impacts of autocratic and democratic leadership styles on the coach-athlete relationship, athletes’ motivations, and athlete satisfaction.
Methods
Survey data were collected from 298 student-athletes (male = 157; 52.7%, female = 141; 47.3%) from 20 different Chinese collegiate sports. The Structural Equation Model was used to test the hypothesized model.
Results
The results indicated democratic leadership had a direct positive influence on the coach-athlete relationship, while autocratic leadership had no direct effect. Both leadership styles did not influence autonomous motivation. The coach-athlete relationship, meanwhile, had a full mediation effect between democratic leadership and athletes’ motivation and satisfaction. In addition, autonomous motivation had a partial mediation effect between the coach-athlete relationship and athlete satisfaction.
Discussion
Ultimately, the findings of the current study underscore the need for coaches and administrators to understand the impact of different leadership styles and highlight the importance of democratic leadership in improving athletes’ psychological outcomes.
... While this search may not retrieve all relevant publications, it gives a good indication. Using those terms, our search only yielded nine publications (i.e., Campo et al., 2022;Davis et al., 2013;, Jackson et al., 2011Jowett et al., 2013;Nicholls and Perry, 2016;Stebbings et al., 2016;Yang et al., 2015). There could be several reasons for the limited use of the APIM, such as the necessity to use a more complex design, the need for more sophisticated analyses and the additional methodological challenges (e.g., issues on confidentiality, data collection at different time point from individuals within a dyad) that need to be dealt with (Quinn et al., 2010;Sud, 2022). ...
... To illustrate the added value of taking a dyadic perspective when using the APIM, we outline and discuss two contrasting publications Yang et al., 2015) that explored the association between personality traits and relationship quality. In the first study, took an individual perspective to investigate the association between personality, relationship quality, perceptions of coach empathy and satisfaction with training in athletes. ...
... The second study, performed by Yang et al., 2015, investigated the same association between personality traits (neuroticism, extroversion, openness, agreeableness and conscientiousness) and relationship quality (closeness, commitment and complementarity). However, in this second study, a dyadic perspective was taken. ...
Research has repeatedly shown the importance of the relationship between a coach and an athlete. Despite these findings, we argue that the approaches used in previous research fail to sufficiently consider the dyadic and bidirectional nature of the coach-athlete relationship. Although the Actor-Partner Interdependence Model (APIM) was already proposed as a useful methodology for investigating and understanding the coach-athlete relationship, its potential has been underexploited in sport psychology. We discuss the possibly misleading conclusions that can be drawn from studies with an individual rather than a dyadic perspective and we propose to closely examine the dyadic pattern that can be inferred from the APIM, rather than making a priori assumptions about it. Practical implementations of the APIM in user-friendly apps are envisaged, as are relevant extensions of the APIM that allow to answer more advanced research questions by using more complex designs.
... Plusieurs travaux ont révélé que la qualité de la REE perçue par les athlètes et les entraîneurs (perceptions directes et méta-perceptions) prédisait positivement le degré de satisfaction des athlètes vis-à-vis de facteurs tels que le traitement personnel (i.e., satisfaction des athlètes à propos de la façon dont l'entraîneur se comporte avec eux) et les instructions fournis par leur entraîneur, et la performance réalisée (Davis et al., 2013 ;Davis et al., 2019 ;Jowett & Nezlek, 2012 ;Jowett, Shanmugam, & Caccoulis, 2012 ;Jowett, Yang, & Lorimer, 2012 ;Yang et al., 2015). Cette relation entre la qualité de la REE et la satisfaction des athlètes est apparue plus élevée dans les dyades anciennes et à haut niveau de pratique (Jowett & Nezlek, 2012), et partiellement médiée par le niveau d'empathie de l'entraîneur perçu par les athlètes . ...
... Les résultats de ces travaux ont indiqué que plus les entraîneurs percevaient la REE comme étant de bonne qualité, plus leur niveau de burnout était faible (Westfall et al., 2018), plus ils percevaient les situations stressantes comme un défi plutôt qu'une menace (Nicholls & Perry, 2016), et plus ils se sentaient capables de réguler efficacement les émotions de leur(s) athlète(s) (Braun & Tamminen, 2019). De plus, le niveau de satisfaction des entraîneurs -à propos de l'entraînement, du traitement personnel qu'ils fournissent aux athlètes, et de la performance produite -est prédit positivement par leurs perceptions (directes et méta-) à propos de la qualité de la REE (Davis et al., 2013 ;Jowett, 2009a ;Jowett & Nezlek, 2012 ;Lorimer, 2009 ;Lorimer & Jowett, 2009a ;Yang et al., 2015), mais également par les méta-perceptions de leurs athlètes (Davis et al., 2013 ;Yang, et al., 2015), et le degré de compréhension empathique et de similitudes supposées au sein de la relation (Jowett & Clark-Carter, 2006). ...
... Les résultats de ces travaux ont indiqué que plus les entraîneurs percevaient la REE comme étant de bonne qualité, plus leur niveau de burnout était faible (Westfall et al., 2018), plus ils percevaient les situations stressantes comme un défi plutôt qu'une menace (Nicholls & Perry, 2016), et plus ils se sentaient capables de réguler efficacement les émotions de leur(s) athlète(s) (Braun & Tamminen, 2019). De plus, le niveau de satisfaction des entraîneurs -à propos de l'entraînement, du traitement personnel qu'ils fournissent aux athlètes, et de la performance produite -est prédit positivement par leurs perceptions (directes et méta-) à propos de la qualité de la REE (Davis et al., 2013 ;Jowett, 2009a ;Jowett & Nezlek, 2012 ;Lorimer, 2009 ;Lorimer & Jowett, 2009a ;Yang et al., 2015), mais également par les méta-perceptions de leurs athlètes (Davis et al., 2013 ;Yang, et al., 2015), et le degré de compréhension empathique et de similitudes supposées au sein de la relation (Jowett & Clark-Carter, 2006). ...
La relation entraîneur-entraîné(s) (REE) est considérée comme un élément essentiel au développement sportif des athlètes. Les travaux à ce sujet indiquent notamment que la qualité de cette relation est susceptible d’avoir des répercussions motivationnelles, affectives, relationnelles, et liées à la performance sur les athlètes. Néanmoins, l’analyse de la littérature a révélé un manque de connaissances liées la dynamique temporelle de cette relation et aux mécanismes associés à cette dynamique. Au regard de ces éléments, l’objectif principal de cette thèse visait à explorer, sur la base des propositions du modèle des 3+1Cs (Jowett, 2007), (a) l’évolution temporelle de la qualité de la REE, (b) les répercussions de cette évolution sur le développement sportif des athlètes, et (c) le rôle de l’entraîneur et de ses comportements dans l’évolution de cette relation. Le premier chapitre de ce travail propose une revue de littérature sur la qualité de la REE. Le deuxième chapitre vise à contribuer au développement et à la validation d’une échelle de mesure en langue française de la qualité de cette relation. Puis, les chapitres 3 et 4 présentent une série d’études réalisées en contexte de pratique intensive du handball visant à explorer la dynamique temporelle de la qualité de la REE, ses liens avec le stress et l’occurrence de blessure des athlètes, et le rôle des comportements de l’entraîneur dans cette dynamique. Le chapitre 5 explore les effets d’un programme de formation conçu et mis en œuvre auprès d’entraîneurs pour améliorer la qualité de la REE. Les résultats obtenus tout au long de ce travail ont permis d’apporter des éléments en faveur de la nature dynamique de la qualité de la REE. Ils soulignent également l’importance de cette relation et du rôle de l’entraîneur dans le développement sportif des athlètes, et offrent des perspectives appliquées pour la formation des entraîneurs. La dernière partie de cette thèse propose de discuter les résultats obtenus et leurs apports à la littérature. Enfin, après avoir présenté les limites de ce travail doctoral, des perspectives appliquées sont proposées pour la formation des cadres en contexte sportif.
... A large dissimilarity in these traits also results in feelings of disconnectedness, and a lack of belonging and care for each other. At the elite level, Yang, et al. (2015) examine the influence of both coach and athlete's personality traits on the quality of their relationship. The specific personality trait of neuroticism negatively affected relationship quality, whilst extraversion, and conscientiousness positively affected both coach and athlete's perception of relationship quality independently (actor effect). ...
... Both coaches and athletes felt that their partner had the right personality for them to achieve their sporting goals, resulting in them perceiving their partnership to be compatible. Several authors have identified and explored the role of compatibility/incompatibility (Jowett & Cockerill, 2002;Jowett, 2003;Horne & Carron, 1985) or specific traits that are associated with a successful coach-athlete relationship (Yang et al., 2015;Jowett et al., 2012;Jackson et al., 2011Jackson et al., , 2010. However, this study has demonstrated how traits are interpreted by the coach and athlete to realise a perception of compatibility in two ways: personality similarity and personality complementarity. ...
... Numerous studies to date have identified that conscientiousness is an important trait for coaches and athletes alike in order for combined and/ or individual success at elite level (Cook et al., 2021;Mallett & Lara-Bercial, 2016;Hardy et al., 2017;Yang et al., 2015). However, it is the functionality of conscientiousness within the coach-athlete relationship that has been identified in this study. ...
Introduction
The extent to which coaches and athletes can effectively work together is an essential consideration in the pursuit of athletic success. This is particularly important at the elite level due to the high pressures on tangible outcomes, such as reaching the podium of a major competition. This study sought to explore and explain how both coaches and athletes identify personality traits in themselves and their partners to manage and maintain a positive relationship.
Methods
Using a mixed methodological design underpinned by critical realism, four elite coach-athlete dyads (four male coaches, one male athlete, three female athletes) were purposefully recruited from a single sport. Each participant completed the 44-item Big Five Inventory (John & Srivastava, 1999) on their own and their partner’s perceived personality traits. The data generated were used to inform the discussions in follow-up, individual semi-structured interviews with all participants.
Results
The interview data were analysed using thematic analysis, which generated three higher themes and seven lower order themes. The three higher order themes were perceived compatibility, relationship persona and collective personality.
Conclusion
The present investigation has identified what coaches and athletes perceive to be the key personality characteristics to manage and maintain a successful working relationship.
... Plusieurs travaux ont révélé que la qualité de la REE perçue par les athlètes et les entraîneurs (perceptions directes et méta-perceptions) prédisait positivement le degré de satisfaction des athlètes vis-à-vis de facteurs tels que le traitement personnel (i.e., satisfaction des athlètes à propos de la façon dont l'entraîneur se comporte avec eux) et les instructions fournies par leur entraîneur, et la performance réalisée (Davis, Jowett, & Lafrenière, 2013 ;Davis, Jowett, & Tafvelin, 2019 ;Jowett & Nezlek, 2012 ;Jowett, Shanmugam, & Caccoulis, 2012 ;Jowett, Yang, & Lorimer, 2012 ;Yang, Jowett, & Chan, 2015). Cette relation entre la qualité de la REE et la satisfaction des athlètes est apparue plus élevée dans les dyades anciennes et à haut niveau de pratique (Jowett & Nezlek, 2012), et partiellement médiée par le niveau d'empathie de l'entraîneur perçu par les athlètes . ...
... Les résultats de ces travaux ont indiqué que plus les entraîneurs percevaient la REE comme étant de bonne qualité, plus leur niveau de burnout était faible (Westfall, Martin, & Gould, 2018), plus ils percevaient les situations stressantes comme un défi plutôt qu'une menace (Nicholls & Perry, 2016), et plus ils se sentaient capables de réguler efficacement les émotions de leur(s) athlète(s) (Braun & Tamminen, 2019). De plus, le niveau de satisfaction des entraîneurs à propos de l'entraînement, du traitement personnel qu'ils fournissent aux athlètes, et de la performance produiteest prédit positivement par leurs perceptions (directes et méta-) à propos de la qualité de la REE (Davis et al., 2013 ;Jowett, 2009a ;Jowett & Nezlek, 2012 ;Lorimer, 2009 ;Lorimer & Jowett, 2009a ;Yang et al., 2015), mais également par les méta-perceptions de leurs athlètes (Davis et al., 2013 ;Yang et al., 2015), et le degré de compréhension empathique et de similitudes supposées au sein de la relation (Jowett & Clark-Carter, 2006). ...
... Les résultats de ces travaux ont indiqué que plus les entraîneurs percevaient la REE comme étant de bonne qualité, plus leur niveau de burnout était faible (Westfall, Martin, & Gould, 2018), plus ils percevaient les situations stressantes comme un défi plutôt qu'une menace (Nicholls & Perry, 2016), et plus ils se sentaient capables de réguler efficacement les émotions de leur(s) athlète(s) (Braun & Tamminen, 2019). De plus, le niveau de satisfaction des entraîneurs à propos de l'entraînement, du traitement personnel qu'ils fournissent aux athlètes, et de la performance produiteest prédit positivement par leurs perceptions (directes et méta-) à propos de la qualité de la REE (Davis et al., 2013 ;Jowett, 2009a ;Jowett & Nezlek, 2012 ;Lorimer, 2009 ;Lorimer & Jowett, 2009a ;Yang et al., 2015), mais également par les méta-perceptions de leurs athlètes (Davis et al., 2013 ;Yang et al., 2015), et le degré de compréhension empathique et de similitudes supposées au sein de la relation (Jowett & Clark-Carter, 2006). ...
Depuis plus de 15 ans, le modèle des 3+1Cs (Jowett, 2007) propose d’analyser les processus psycho-sociologiques impliqués dans la relation entraîneur-entraîné (REE) en contexte sportif, à l’aide des concepts de proximité, d’engagement, de complémentarité, et de co-orientation. Cet article a pour objectif de présenter une revue systématique de la littérature scientifique basée sur ce modèle. Cinquante-neuf références ont été incluses, et analysées au regard de 3 thématiques principales : la mesure de la qualité de la REE, ses conséquences, et ses antécédents potentiels. Dans leur ensemble, les résultats indiquent que la perception des athlètes et des entraîneurs à propos de la qualité de leur relation est associée à des antécédents et des conséquences motivationnelles, affectives, interpersonnelles, et comportementales. Ces résultats confirment ainsi la pertinence du modèle des 3+1Cs pour l’analyse et la compréhension de la REE. Cette revue systématique a également permis d’identifier certaines limites et zones d’ombres existantes dans la littérature actuelle, appelant les travaux futurs à développer les connaissances à propos de la dynamique et du niveau de causalité existant entre la qualité de la REE et certaines variables, et à propos du rôle joué par le niveau d’interdépendance entre les points de vue de l’athlète et de l’entraîneur.
... In the qualitative research conducted by Keegan, Spray, Harwood, and Lavallee 15 about young athletes' perception of social influence, it was found that coaches, parents, and teammates sometimes exerted affective responses such as affiliation, friendship, emotional support, conflict or rivalry that were not necessarily conditional on athletes' performance. These unconditional social influences have been documented as unconditional social support/ feedback in sport 18,20 , or exhibited as behaviours (e.g., respect, trust, being friendly, disrespect, fights/conflicts, and dysfunction) under various psychological constructs in sport, such as: (a) the quality of coach-athlete relationship [38][39][40] ; (b) friendship 41,42 ; (c) prosocial and anti-social behaviour among teammates [43][44][45] ; (d) bullying/ victimization from coaches or teammates 7,46 ; and (e) psychological need supportive/ controlling behaviours from coaches/ PE teachers 7,33,36,[47][48][49] . Although these constructs resonate with various psychological frameworks with different assumptions and theoretical foundations, it is apparent that socialising agents sometimes exhibit unconditional responses, either positively or negatively, which can be independent from sport performance of athletes. ...
... Figure 1 provides a graphical representation of the 2x2 framework that informed item development. The conceptualisation of these four dimensions aligns with the theoretical foundation of PSISS-1 16 , and also research and theories in sport psychology 7,33,[38][39][40]46 and social psychology 50, 52-54 about unconditional social influences. Under this hypothesized framework, we conducted a series of studies in the present investigation for the development and validation of PSISS-2, which might contribute to a better understanding and assessment about the perception of social influence by significant others in youth sport: ...
... Coach, as being one of the most well-researched social agents in sport , was selected to be the reference group. 15,27,29,39 Scale factors were constrained at one in coach group and free in the others social agents; factor means were fixed at zero in coach group and free in others. 63 The two-step invariance approach was applied to both sets of invariance analyses. ...
The purpose of this three‐study paper was to develop and validate the Perceived Social Influence in Sport Scale‐2 (PSISS‐2) that aimed to resolve the limitations of PSISS‐1 in assessing the relative social influence of significant others in youth sport. In Study 1, a pool of 60 items generated from revisiting a qualitative dataset about significant others of young athletes were examined by two expert panel reviews in terms of content validity, clarity, coverage, and age‐appropriateness, leading to the development of 16 items of the PSISS‐2. In Study 2, multi‐group exploratory structural equation model for PSISS‐2 was conducted among 904 young athletes, and the results supported a model comprising positive influence (i.e., conditional and unconditional positive influence combined), punishment (i.e., conditional negative influence), and dysfunction (i.e., unconditional negative influence) as three factors. The goodness of fit of the three‐factor‐model was acceptable and invariant across the coach‐, father‐, mother‐, and teammates‐versions of PSISS‐2. In support of the criterion validity of PSISS‐2, the three factors explained substantial variance of young athletes’ perceived competence, effort, enjoyment, and trait anxiety in sport. Study 3 examined the relationship between PSISS‐2 factors, psychological need support, and controlling behaviours in a sub‐sample of 452 young athletes, and the findings supported the concurrent validity and discriminant validity of the scale. In conclusion, the data is supportive of PSISS‐2. The three factors of the scale (i.e., positive influence, punishment, and dysfunction) may form a new framework for understanding and comparing the relative role of significant others in youth sport.
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... co-orientation (similarity, understanding) mutually and causally interconnected between athletes and coaches, which may even affect a player's satisfaction 16 , and have important implications for maximizing sports and psychological results between athletes and coaches 17 . The quality of CAR has been related in the literature to several variables, such as goal orientation 18 , athlete satisfaction 19 , collective efficacy 20 , parenting styles and motivation 10 . ...
... Despite such evidence, there is still a gap on studies that relate CAR and motivation in young student-athletes of team sports, which is the gap addressed in this study. Therefore, one of the suggestions of recent studies is to verify the impact of CAR quality on other psychological variables in team sports athletes of different competitive levels 12,19,21 . Thus, this study becomes relevant as it can advance in a field little studied in the Brazilian school sport context, specifically in the northeast region, being able to contribute to the work of coaches and teachers who work with children and youth sports in schools. ...
Este estudo transversal investigou a associação entre a percepção da qualidade do relacionamento treinador-atleta (RTA) e as regulações comportamentais de estudantes-atletas. Participaram 301 estudantes-atletas, com idade entre 14 e 17 anos, inscritos na fase estadual dos jogos escolares de Pernambuco. Os instrumentos foram o Questionário de Relacionamento Treinador-Atleta (CART-Q) e a Escala de Motivação para o Esporte II (SMS-II). Para a análise dos dados utilizou-se o teste de Kolmogorov-Smirnov, Correlação de Spearman e a Análise de Equações Estruturais (p
... co-orientation (similarity, understanding) mutually and causally interconnected between athletes and coaches, which may even affect a player's satisfaction 16 , and have important implications for maximizing sports and psychological results between athletes and coaches 17 . The quality of CAR has been related in the literature to several variables, such as goal orientation 18 , athlete satisfaction 19 , collective efficacy 20 , parenting styles and motivation 10 . ...
... Despite such evidence, there is still a gap on studies that relate CAR and motivation in young student-athletes of team sports, which is the gap addressed in this study. Therefore, one of the suggestions of recent studies is to verify the impact of CAR quality on other psychological variables in team sports athletes of different competitive levels 12,19,21 . Thus, this study becomes relevant as it can advance in a field little studied in the Brazilian school sport context, specifically in the northeast region, being able to contribute to the work of coaches and teachers who work with children and youth sports in schools. ...
This cross-sectional study investigated the relations between the perceived coach-athlete relationship (CAR) quality and the motivational regulations. Participants were 301 student-athletes, aged between 14 and 17 years old, participating in the state phase of the School Games. The Coach-Athlete Relationship Questionnaire (CART-Q) and the Sport Motivation Scale II (SMS-II) were used as instruments. For data analysis, the Kolmogorov-Smirnov test, Spearman's correlation and the Structural Equation Analysis (p <0.05) were applied. The CAR quality (Closeness, Commitment and Complementarity) was significantly and negatively associated with boys' amotivation, explaining 16% of its variance, in addition, the Commitment showed a significant association with the Integrated Regulation (3%) and Complementarity was associated with Intrinsic Regulation (9%). As for girls, CAR dimensions explained 16% of the variance of the Identified Regulation, 10% Integrated Regulation and 9% Intrinsic Regulation. The CAR quality seems to be a protective factor against amotivation in males and a potential for self-determined motivation in females.
... The development and validation of Coach-Athlete Relationship Questionnaires [26,27,28,29] facilitated the measurement of closeness, commitment and complementarity from both direct (one's own viewpoint) and meta-perspectives (one's own view of the other's viewpoint). These psychometrically validated tools enabled to readily explore antecedent and consequent variables of the coach-athlete relationship. ...
... Coaches and athletes of the same gender may feel they have something in common that connects themof course this level of assumed similarity may be achieved in other gender relationships through identifying common grounds (shared interests, goals, beliefs, or opinions, preferences). Moreover, athletes' personality has shown to affect coaches' perceptions of the quality of the relationship [29,32]. ...
Coaching has been often viewed as a context within which coaches operate to largely bring about changes in athlete’s performance and wellbeing. One key factor to successful outcomes in coaching is the quality of the relationship between coaches and athletes. In this article, I propose that the coach-athlete relationship is at the heart of coaching. Moreover, the aim is to describe and explain how the quality of the relationship coaches and athletes develop and maintain over the course of their sporting partnership alongside coaches and athletes’ knowledge and outcomes, form a system that is capable of defining coaching effectiveness and success.
... We also did not distinguish between same-versus other-gender coach-athlete dyads, although same-gender dyads appear to perceive higher levels of relationship quality [57]. We also acknowledge thatbeyond mental toughnessother personality factors such as anxious or avoidant attachment styles or neuroticism may affect perceptions of the coachathlete relationship [15,58]. Finally, we have neither assessed history of mental health disorder prior of the baseline data assessment nor did we systematically assess other external stressors that adolescents may have been exposed to during the study period. ...
Introduction: Social and contextual factors play an important role for elite athletes’ mental health. In the present study, we examined how young elite athletes’ coach-athlete relationship appraisals are associated with and longitudinally predict general and athlete-specific burnout symptoms and whether mental toughness moderates the association between the coach-athlete relationship and burnout symptoms. Methods: In this prospective study, data were collected twice within a 6 to 10-month interval. The sample consisted of 295 athletes attending Swiss Olympic Partner Schools (186 boys, 109 girls), with a mean age of 16.73±1.38 years. The following instruments were applied: Coach-Athlete Relationship Questionnaire (CART-Q), Athlete Burnout Questionnaire (ABQ), Shirom-Melamed Burnout Measure (SMBM), and Mental Toughness Questionnaire (MTQ). Cross-lagged panel analyses were performed to examine reciprocal relationships across time. Interaction effects were tested via hierarchical regression analyses. Results: Cross-sectionally, athletes who perceived their coach-athlete relationship as negative reported more general and athlete-specific burnout symptoms. Burnout symptoms were relatively stable across time, which made it difficult to explain further variance via coach-athlete relationship appraisals in the prospective analyses. While higher mental toughness scores were associated with fewer burnout symptoms in the cross-sectional analyses, higher mental toughness did not moderate the association between the coach-athlete relationship and burnout symptoms. Conclusion: The coach-athlete relationship plays an important role in athletes’ mental health. Therefore, coaches need the ability to develop effective relationships with their athletes, including thoughtful and respectful communication about issues specific to sport and life generally.
... People from Hong Kong tend to endorse collectivist norms and sociocentric culture where interpersonal relationships are vital in individuals' daily life (Chan et al., 2016;Chang et al., 2011;Lau et al., 2018;Lee, Standage, et al., 2020). Studies have suggested that individuals with strong collectivistic values are more driven to preserve harmonious relationships than those with strong individualistic orientations (Hagger et al., 2014;Tov & Diener, 2013;Yang et al., 2015). Possibly, individuals with solid collectivistic values, in turn, facilitate collectivists' life satisfaction and positive emotions (Tov & Diener, 2013). ...
This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of positivity, relationships, outcome, strength, purpose, engagement, and resilience in pre-service teachers' well-being in Hong Kong. Participants were pre-service preschool teachers (N ¼ 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n ¼ 40) or wait-list control conditions (n ¼ 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures MANCOVA revealed no significant time x group interaction effect, Wilks' Lambda F(7, 50) ¼ 1.66, p ¼ .14, g 2 ¼ .19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (g 2 ¼ .08), indicating that the intervention was effective in facilitating pre-service preschool teach-ers' positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic.
... To date, both antecedent and outcomes variables of the coach-athlete relationship quality defined by the 3 + 1Cs have been widely examined. For example, the quality of the coachathlete relationship has been found to correlate with antecedents of personality (Yang et al., 2015), individual differences in attachment , gender and age (Davis et al., 2019b;Jowett & Nezlek, 2012), as well as outcomes including cognitive performance (Davis et al., 2018), flourishing and thriving (Gosai et al., 2021), motivation (Felton & Jowett, 2013b), collective efficacy (Hampson & Jowett, 2014), psychological needs satisfaction (Felton & Jowett, 2013a), interpersonal conflict (Wachsmuth et al., 2018), and athlete burnout (Davis et al., 2018(Davis et al., , 2019b. The integrated research model highlights that the main middle layer of relationship quality is further sandwiched between two auxiliary layers of interpersonal communication (see, Jowett & Poczwardowski, 2007). ...
The correlates of coach-athlete relationship quality have been the focus of research for over a decade; however, little is known about the mediating and moderating mechanisms underlying these associations. The present study conducted a moderated mediation analysis to examine (a) the mediating role of communication strategies (via COMPASS) on the association between the quality of the coach-athlete relationship and athlete psychological needs satisfaction and (b) whether individual differences in athletes’ attachment style (secure, anxious, avoidant) moderates the mediational relationship. 350 Swedish athletes representing a range of sports and competition levels completed a multi-section questionnaire. Mediation and moderation analysis partially found that coach-athlete relationship quality and athletes basic psychological needs were associated via the COMPASS strategies of support, motivation, assurance and openness. It was also found that athletes secure attachment with their coach significantly moderated the mediated effects of motivation and support. These findings highlight the practical utility of motivation, support, openness and assurance strategies in enhancing the quality of the coach-athlete relationship. Moreover, these findings demonstrate that the attachment orientation of athletes towards their coaches play a significant role in determining what communication strategies to use to enhance both the relationship quality and an athlete’s competence, autonomy and relatedness.
... E. Solstadas ir kiti autoriai (2022), atlikę tyrimą su jaunosiomis elito plaukikėmis ir jų treneriais, nustatė, kad bendros realybės patyrimas sustiprina T-S santykius, palaiko abiejų pusių motyvaciją ir leidžia jausti, kad jų pastangos yra to vertos. F. Moeno ir bendraautorių (2018) atliktas Norvegijos elito plaukikų tyrimas atskleidė, kad sportininkams svarbu būti išgirstiems, matomiems ir suprastiems bei tai, kad būtų dirbama atsižvelgiant į sportininkų poreikius ir motyvus.Taigi, ryšys tarp T-S yra laikomas esminiu veiksmingo treniravimo veiksniu siekiant sportinių rezultatų ir tobulėjimo(Yang et al., 2015), todėl labai svarbu, kad ir treneriai, ir sportininkai išmoktų optimaliai valdyti savo tarpasmeninius santykius. Tačiau siekiant santykius optimaliai valdyti, būtina suprasti, kaip abu sąveikos dalyviai -treneris ir sportininkas -suvokia tarpusavio sąveikos komponentų svarbą ir poveikį. ...
... These distinct trajectories may result from variability in some interpersonal factors (e.g., degree of coaches' controlling behaviours) as suggested above, as well as in some athletes' individual characteristics. Previous studies notably indicated that athletes' personality traits may be a significant predictor of their perceptions of CAR quality (e.g., Yang et al., 2015). More precisely, athletes' levels of agreeableness, extraversion and conscientiousness positively predicted their perceptions of the CAR quality, while neuroticism predicted them negatively. ...
Objective. The purpose of this study was to examine the temporal evolution of the quality of the coach-athlete relationship (CAR), in terms of athletes’ perceptions of commitment, closeness, and complementarity, over a 1-season period. More precisely, the intra-individual temporal dynamic of the quality of the CAR was explored in three complementary ways: (1) mean change in the whole sample, (2) inter-individual differences between athletes, and (3) intra-individual stability and/or change of CAR profiles. Method. Eighty handball players (Mage = 16.15; 78% boys) involved in intensive training centres completed a measure of the quality of the CAR across three time points (beginning, middle, and ending of the season). Data were analysed using latent class growth and latent profile transition analyses. Results. Latent class growth analyses indicated that athletes’ perceptions of closeness and complementarity linearly decrease – on average – over the season, whereas those of commitment decreases in a quadratic way (U-shape). In addition, results revealed three distinctive athletes’ trajectories for closeness and complementarity, and four for commitment, suggesting inter-individual differences in the intra-individual evolution of the perceived quality of the CAR. Finally, latent profile transition analyses highlighted the existence of four distinct CAR profiles, and revealed that most athletes displayed the same profile over the season, but some of them changed their profile over time. Conclusion. As a whole, these results highlighted the dynamic aspect of athletes’ perceived quality of the CAR, suggesting that this relationship is likely to evolve in different ways over a season in intensive training context.
... The coach's primary role is to positively influence athletes' physical, technical, tactical, and psychological development (Jones & Kingston, 2013;Lyle & Cushion, 2016), and Mallett and Lara-Bercial (2016) argued that it is increasingly necessary to develop an evidence-based understanding of the psychological characteristics of effective coaches. Indeed, previous research has demonstrated the influence of coaches' personalities, affective responses, and behavioral on athlete outcomes (e.g., Allen et al., 2013;Hwang et al., 2013;Jackson et al., 2011;Laborde et al., 2016Laborde et al., , 2017Roberts et al., 2018;Vaughan et al., 2019;Yang et al., 2015). ...
Although coaching is a co-created process, researchers investigating the psychological aspects of Olympic coaching have tended to overlook the perceptions of athletes and whether these distinguish between performance-related outcomes. The objective of this research was to examine whether athletes’ perceptions of their coaches discriminate between world-leading (i.e., Olympic gold medal winning) and world-class (i.e., Olympic non-gold medal winning) coaches. Observer-reported psychometric questionnaires were completed by 38 Olympic swimmers who had collectively won 59 Olympic medals, of which 31 were gold. The questionnaires assessed perceptions of 12 variables within the Big Five personality traits, the dark triad, and emotional intelligence, and the data was analyzed using three one-way multivariate analysis of variance and follow-up univariate F-tests. The results showed that world-leading coaches were perceived to be significantly higher on conscientiousness, openness to experience, perception of emotion, and management of others emotion, and lower on narcissism, than world-class coaches. This suggests that athletes’ perceptions of their coaches may discriminate between world-leading and world-class coaches. The implications for coaches’ psychological development are discussed and compared with previously reported Olympic coaches’ perceptions of themselves.
... Closeness and disengagement dimensions are completely dissimilar. Closeness refers to the emotional attachment between group members [78] while disengagement (e.g., depression, anxiety, and tension) refers to burnout and dropout as "cannot keep going" in sport psychology [79]. This correlation has already had basic assumptions in terms of conceptualization, as was mentioned above. ...
Background: The first purpose of the study was to evaluate the validity and reliability of the Automatic Self-Talk Questionnaire for Sports (ASTQS) in the Turkish language and the secondary purpose was to examine the relationship between the quality of the coach–athlete relationship and athletes’ self-talk. Methods: 477 athletes (females = 252, males = 225) completed the Turkish versions of the Coach–Athlete Relationship Questionnaire (CART-Q) and the ASTQS. Results: ASTQS showed good psychometric properties in the Turkish language. Findings on the construct validity of the scale were consistent with the original scale’s 8-factor structure. The Cronbach’s alpha coefficients ranged from 0.65 to 0.91. Furthermore, path analysis results showed that closeness had a direct effect on disengagement, psych-up, and anxiety control. The commitment had a direct effect on somatic fatigue, and complementarity had a direct effect on worry, confidence, and instruction. Conclusions: Finally, the results from the present study indicated that the Automatic Self-Talk Questionnaire provided a reliable and valid measure for Turkish athletes. The results revealed the importance of the coach–athlete relationship in sport and its’ role in shaping athletes’ self-talk.
... Na literatura internacional, constata-se que essa variável tem apresentado potencial predição de desempenho acadêmico (Lakhal, Sévigny, & Frenette, 2015), satisfação com o treinamento (Yang, Jowett, & Chan, 2014), e estilos de aprendizagem/estratégias de aprendizagem (Li & Armstrong, 2015;Salahi, Hedjazi, Mahmood, & Ebrahimi, 2014). Entretanto, estudos correlacionando estratégias de aprendizagem -segundo as bases teóricas aqui adotadas e disseminadas nos estudos nacionais -e traços de personalidade não foram identificados. ...
Evaluation of the influences of individual aspects in training, development, and education (TD& E) actions which contribute to its success. This study aimed to investigate relationships between learning strategies and personality traits, according to the Big Five Factors theory, in face-to-face corporate training. Eighty-six employees from a telecommunications company participated. The revised personality inventory for neuroticism, extraversion, and openness (NEO-FFI-R) and the Learning Strategies scale were used. Descriptive statistical analyses and correlation coefficient tests were performed. There were positive and negative correlations between the studied variables and their influence on the expected results in TD& E actions. These findings corroborate international research and contribute to the advancement of research in the TD& E area in the national context by inserting the variable of personality traits, since it expands the knowledge about the trainees' characteristics and improves the design of training to be more adapted to the clientele.
... These results showed that the coach-athlete relationship quality scores of the athletes with achievement are higher than the athletes without achievement. Moreover, coaches' satisfaction is likely to be linked to their own and their athletes' perspectives of the coachathlete relationship quality, while athletes' satisfaction is likely to be associated with their meta-perspectives and their coaches' meta-perspectives of the relationship quality [39]. ...
Background: The first aim of this study is to achieve validation of the direct and meta-perspective versions of the Coach–Athlete Relationship Questionnaire in the Arabic language, and the second aim of this study is to determine the quality of the coach-athlete relationship to athlete’ satisfaction with individual performance according to sport participation type, sport duration, and sport achievement. Methods: A total of 259 athletes with a mean age of 22 years were recruited from various athletic clubs in Kuwait. Participants completed The Coach–Athlete Relationship Questionnaire and The Athlete Satisfaction Questionnaire. For this study, the factorial structure of the Arabic version of the Coach–Athlete Relationship Questionnaire (CART-Q) was used in Kuwait and was prepared with both direct and meta perspectives. Results: The results of this study show evidence of the validity of the direct and meta-perspective Arabic versions of the CART-Q. The fit indices of the data collected by direct-method were as follows (x2/df = 2.21; RMSEA = 0.06; CFI = 0.98; GFI = 0.95; AGFI = 0.91); data for the meta-method were as follows (x2/df = 2.32; RMSEA = 0.08; CFI = 0.99; GFI = 0.93; AGFI = 0.87). Female participants have obtained higher means than males from all questionnaires. Conclusions: The results of the present study could help coaches and athletes from the Middle East to understand the reasons and methods that lead to a quality coach–athlete relationship.
... The role of personality variables in athletes' and coaches' performance has been of interest to sport psychologists since the founding of the discipline (Griffith, 1925). Over the past decade, the relationship between the Big Five conceptualization of personality (Costa & McCrae, 2010) and coaching outcomes has gained attention (e.g., Allen, Greenlees, & Jones, 2013;Jackson, Dimmock, Gucciardi, & Grove, 2011;Yang, Jowett, & Chan, 2015). This conceptualization encompasses the personality traits of conscientiousness (e.g., organization, discipline, and hard work), openness to experience (e.g., imagination, tolerance of ambiguity, and preference for complexity), agreeableness (e.g., trust, cooperation, and care), extraversion (e.g., sociable, gregarious, and dominant), and neuroticism (e.g., tendency toward negative emotion). ...
Objectives
Researchers investigating the psychological aspects of Olympic coaching have studied coaches as a homogenous group, and the effect of coaches' psychological characteristics on performance-related outcomes remains unclear. The objective of this research, therefore, was to examine whether psychological factors discriminate between world-leading (i.e., Olympic gold medal winning) and world-class (i.e., Olympic non-gold medal winning) coaches.
Method
Self-reported psychometric questionnaires were completed by 36 Olympic coaches who had collectively coached 169 swimmers to win 352 Olympic medals, of which 155 were gold medals. The questionnaires assessed 12 variables within the Big Five personality traits, the dark triad, and emotional intelligence, and the data was analyzed using three one-way multivariate analysis of variance and follow-up univariate F-tests.
Results
The results showed that the 21 world-leading coaches were significantly more agreeable, had greater perception of emotion, were better at managing their own emotion, and were less Machiavellian and narcissistic than the 15 world-class coaches. The groups of coaches showed no differences in levels of conscientiousness, openness to experience, extraversion, neuroticism, psychopathy, managing other emotion, or utilization of emotion.
Conclusions
Psychological factors discriminate between world-leading and world-class coaches. The implications of these differences are discussed for psychology researchers and practitioners operating in Olympic sport.
... No entanto, uma lacuna de investigação foi observada quanto às pesquisas avaliando os fatores antecedentes de relacionamentos de qualidade. Ao observar a literatura, verificou-se foco dos estudos internacionais sobre as influências do tipo de personalidade no RTA (Yang, Jowett, & Chan, 2015) e medo de falhar (Sagar & Jowett, 2015). Com vistas a contribuir para o avanço no conhecimento científico, os fatores antecedentes considerados nesta pesquisa focam sobre o sexo, idade, tempo de relacionamento, tempo de experiência e a motivação dos Research, Society and Development, v. 9, n. 7, e561974448, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i7.4448 ...
This study aimed to analyze the antecedent factors associated with the coach athlete relatioship (CART) from the perspective of Brazilian coaches. 182 Brazilian coaches of both sexes, with an average age of 40.47 ± 9.7 years, participating in the 2015 Youth School Games were subjected. As instruments were used: identification form, Coach-Athlete Relationship Questionnaire (CART-Q coach version) and the Basic Needs in Sports Satisfaction Scale (BNSSS). Data were analyzed using descriptive and inferential statistics using Binary Logistic Regression (p <0.05). The results showed that the time of relationship had a significant association (p <0.20) with 3,410 times more likely to have high quality in the affective aspect of CART compared to a shorter time of relationship. The length of the relationship explained 2.927 more chances of occurring the presence of high quality cognitive aspects in periods of relationship over 4 years. It was observed that the time of experience explains in 2,655 more chances the satisfactory relationships, while the autonomy of the trainer explains in 2,589 more chances the presence of the cognitive aspect of the CART. Age and satisfaction of basic psychological needs (autonomy, competence and relationship) were associated with the quality of the commitment in the coach-athlete relationship (p <0.20). It is concluded that factors related to the relationship time, experience time, satisfaction of the basic psychological needs of autonomy and relationships in the sports context are favorable for quality relationships, in the perception of Brazilian coaches.
... Is closeness off the court more important than on? Arguably, this finding could add further credibility to the proposition that personality trait is a crucial antecedent of interpersonal relationships, as suggested by Yang and Jowett (2010). It may be required to describe explanations on what each statement encompasses in a closer coach-athlete relationship or at least provide a comment section as one coach suggested. ...
... Stable characteristics may include gender and the specific gender composition of a dyad, age and maturity, and personality. For example, coaches and athletes high on neuroticism as well as differing in respect to openness and extraversion tend to rate their relationship quality lower overall and seem to be experiencing more conflict than dyads who score similarly on these personality traits (e.g., Jackson, Dimmock, et al., 2010Yang, Jowett, & Chan, 2015). This finds support in athletes' and coaches' reports according to which a "hot-headed temper" or "red personality" seem to be conflict-promoting characteristics. ...
... O treinador deve conhecer bem o atleta, ouvi -lo para assim ser capaz de o orientar de forma eficaz. É necessário um vínculo forte, uma comunicação adequada, dado que cada atleta é único (Yang, Jowett, & Chan, 2015). O atleta confia no seu treinador, nas suas capacidades para o motivar de forma a alcançarem os objetivos (Cruz, Gomes & Dias, 1997). ...
Resumo: No contexto desportivo, a relação treinador-atleta é única e importante, não só para a satisfação e sucesso desportivo como para o bem-estar psicológico de ambos (Horn, 2008). Com o objetivo de compreender os fatores associados à díade treinador-atleta no andebol feminino sénior, nas diferentes divisões nacionais existentes, o presente estudo explorou duas díades treinador-atleta: 2 treinadores e 2 atletas foram sujeitos a uma entrevista não estruturada, com o intuito de aprofundar a temática. A proximidade, os laços afetivos e emocionais, o sentimento de confiança, respeito e apreciação interpes-soal mútuas, e o conhecimento dos seus atletas por parte do treinador, parecem ser relevantes para otimizar o empenho, a motivação e a auto-estima. A complementaridade, compromisso, fatores socio-culturais e o clima organizacional foram mencionados como fatores moderadores da díade treinador-atleta. Palavras-chave: Relação treinador-atleta; elite; andebol.
Abstract: In sport context, the coach-athlete relationship is unique and important, not only for satisfaction and success, but also for the psychological well-being of both (Horn, 2008). In order to understand the factors associated with the coach-athlete dyad in different divisions of female senior handball, 2 coach-athlete dyads were interviewed: 2 coaches and 2 athletes participated in an unstructured interview. Closeness, emotional bonds, mutual sense of trust, respect, mutual appreciation, and coaches' knowledge of their athletes are of paramount importance to optimize commitment, motivation, and self-esteem. Communication , motivation as a means to set goals, determination to solve problems, increase attention, concentration , and the taste and enthusiasm for sports. Complementarity, commitment, sociocultural factors and organizational climate were mentioned as moderating factors of the coach-athlete dyad.
... General psychology and sport psychology research shows that competition pressure will give individual athletes and sports organizations to bring many negative effects, such as to cause anxiety, aggressive behavior, low satisfaction, and thus affect the competition results and health of body and mind. Poor coping skills will increase the muscle tension of the athlete, making the player's attention and performance significantly lower [2]. Understand the players before the game after the source of stress and stress level is very necessary, and athletes only to fully understand and know their own stress factors, adjust their psychological state, will win the game in the arena [3,4]. ...
At sports events, the athletes by the pressure source is varied, based on the stress status of athletes, many athletes stress related experts at home and abroad to design questionnaire, questionnaire and sports events for athletes with often life process of in-depth and meticulous investigation, has formed the one whole set athletes pressure source of cognitive neuroscience assessment system, sports competition for athlete’s "escort". By participating in state general administration of sports scientific research project " management system of athlete competition pressure cognitive neuroscience" the development of using psychological pressure on athletes’ source data, the application of natural language processing and machine learning technology research these data, mainly using clustering algorithm and recommendation algorithm, thus forming pressure source research results are applied in sports competitions.
... The third facet of relationships, conflict, refers to a struggle between two individuals with opposing values, needs, beliefs or goals (Vazou, Ntoumanis, Duda, 2005) and although very prominent in athlete intra-group relationships it has been largely unexplored (Paradis, Carron, Martin, 2014). Adding upon this, over the past few decades, there has been extensive evidence demonstrating the effect that personality traits have on an individual's interpersonal and relational outcomes (Jackson, Dimmock, Gucciardi, Grove, 2010;Yang, Jowett, & Chan, 2015). The personality model most widely used in this field is the Big Five traits (Costa and McCrae, 1992), consisting of five facets: openness to experience, conscientiousness, extraversion, agreeableness and neuroticism and each of these five factors influences on the athletes thought processes, behaviours and social relationships (Allen, Laborde, 2014). ...
Extensive evidence has highlighted the association between personality traits and an individual's interpersonal and relational outcomes. However, there is a major gap on the link between personality and perceived quality of relationships in athletes, especially between teammates. This study aims to explore whether the Big Five personality traits are associated to the perceived quality of relationships between teammates. It is hypothesized that the Big Five are associated to the quality of relationships facets of social support, conflict and depth between teammates. 43 US collegiate athletes participated in the study and completed the International Personality Item Pool and the Quality of Relationships Inventory. Results of the stepwise regression indicated that agreeableness significantly predicted social support, whilst neuroticism predicted relationship depth between teammates. The findings suggest that agreeableness and neuroticism contribute independently to relationship quality between teammates, a relationship that has been long ignored albeit being a vital element of team functioning.
... The coach-athlete relationship construct has been examined within years in terms of performance (Rhind & Jowett, 2010;Jowett & Nezlek, 2012;Sagar & Jowett, 2012;Jowett & Cramer, 2009), collective efficacy (Hampson & Jowett, 2014), motivational dispositions (Adie & Jowett, 2010;Riley & Smith, 2011;Jowett et al., 2017), well-being (Blanchard, Amiot, Perreault, Vallerant & Provencher, 2009;Davis & Jowett, 2014;Jowett & Cramer, 2009), personality traits (Yang, Jowett & Chan, 2015), need satisfaction (Choi, Cho & Huh, 2013;Riley & Smith, 2011), burnout (Isoard- Gautheur et al., 2016), personal growth (Sanchez, Lorenzo, Jimenez & Lorenzo, 2017), passion ( Lafreniè re, Jowett, Vallerand, Donahue & Larimer, 2008;Lafreniè re, Jowett, Vallerand & Carbonneau, 2011), stress (Thelwell, Wagstaff, Chapman & Kenttä , 2017), self-efficacy (Jackson, Grove & Beauchamp, 2010). However, it is seen that the coach-athlete relationship and confidence has not been examined relationally. ...
The aim of this study was to examine the relationship between the sport-confidence and the coach-athlete relationship in Turkish national male student-wrestlers, and to investigate whether educational status, wrestling style, wrestling category, and career of wrestlers were significant variables on student-wrestlers’ sport confidence and their relationship with their coaches. Participants were 198 Turkish national male wrestlers. Demographic questions, the Sport-Confidence Inventory (Vealey, 1986), and the Coach Athlete Relationship Questionnaire (Jowett & Ntoumanis, 2004) were performed for data collection. Results indicated that sport-confidence was significantly related to coach-athlete relationship and sport-confidence was significant predictor of wrestlers’ relationship with their coaches. Besides, wrestling style and wrestling category were significant variables on coach-athlete relationship. However, educational status and career of wrestlers were not significant variables in terms of sport-confidence and coach-athlete relationship. In conclusion, the findings of the study highlight that the association of sport-confidence and coach-athlete relationship can contribute to the understanding of relational process in sport.
... O modelo hipotético verificou a existência de cinco fatores latentes (Motivação Autônoma, Motivação Controlada, RTA, Coesão social e Coesão para a tarefa) a partir das dimensões dos questionários. Procedimentos semelhantes de gerar variáveis latentes a partir das dimensões dos questionários têm sido adotados por diversos pesquisadores da psicologia do esporte Boardley e Cotè, 2014;Yang, Jowett e Chan, 2015;Nicholls e Perry, 2016). Dessa forma, foram testadas pelo MEE as suposições descritas no modelo hipotético, verificando como o RTA media a associação entre a motivação e a coesão de grupo. ...
The study of psychological variables in sport context is essential for the identification of the intervening factors in well-being and performance of the athletes and teams. This study investigated whether the coach-athlete relationship (CAR) is a key factor on the association between motivation and group cohesion. Participated 141 Brazilian professional football players. Data collection was conducted through Group Environment Questionnaire, Coach-Athlete Relationship Questionnaire and Sport Motivation Scale-II. Structural Equation Modeling revealed that autonomous motivation had a positive effect on cohesion (social and task), while controlled motivation had a negative effect. Together, autonomous and controlled motivation explained 86% and 84% of the social and task cohesion variability, respectively. When the association was mediated by CAR, overall effect of negative trajectories of controlled motivation was reduced, indicating that CAR served as a moderator in the model. It was concluded that CAR is determinant so that the behavior regulated by external factors does not negatively influence the perception of group cohesion in the football context.
... It is evident that these personality traits affect their behavior and practice, which in turn influence their decisions and organizational behavior. [11] Given the lack of information about personality traits among the staff of Kermanshah University of Medical Sciences and the association of these traits with organizational commitment, the present study was carried out to analyze this relationship. ...
Background: The staff' personality traits are important factors that can affect their organizational commitment. Objective: The current research was aimed to determine the relationship between personality traits and organizational commitment among the staff of Kermanshah University of Medical Sciences. Materials and Methods: In this descriptive-analytic study, 270 staff working in the headquarters of Kermanshah University of Medical Sciences were selected through simple random sampling. The instrument of data collection included NEO personality inventory and Allen and Meyer's organizational commitment scale. Data were analyzed by descriptive and inferential statistics (Pearson's correlation coefficient and regression analysis). Results: The maximum and minimum means for personality traits were reported for conscientiousness (2.96 ± 0.40) and neuroticism (1.85 ± 0.55), respectively. With regard to organizational commitment, however, affective commitment (4.77 ± 0.80) and continuance commitment (4.77 ± 0.80) obtained the maximum and minimum means, respectively. From among the five personality traits, conscientiousness and agreeableness were significantly correlated with organizational commitment. Conclusion: Since conscientiousness and agreeableness variables were correlated with organizational commitment, it is suggested that the managers of organizations pay a special attention to the given personality traits in the selection and appointment of the staff in organizational positions in order to enhance the efficiency of human resources in organizations. They are also recommended to take these variables into account during job interviews.
... Complementarity reflects the level of co-operation between the coach and athlete and incorporates behaviors such as friendliness, responsiveness, and willingness as well as the key roles each member undertakes in the dyad. The 3Cs model has received empirical support with athletes and coaches of different ages, genders, and levels of performance (e.g., Jowett & Nezlek, 2012), different types of sport (e.g., Rhind, Jowett, & Yang, 2012), personality traits (Yang, Jowett, & Chan, 2015), and different cultural groups (e.g., Yang & Jowett, 2013). ...
Objective Grounded in self-determination theory, the present study examined the cultural invariance of a model that hypothesized sport performers' well-being will be predicted by both their perceptions of motivation and the quality of the relationship held with their coach. Method Participants (N = 756), originating from five countries (British, Chinese, Greek, Spanish, and Swedish), completed a questionnaire that measured perceived coach-athlete relationship quality, basic psychological need satisfaction, self-determined motivation, and well-being. Structural equation modeling (SEM) was employed to analyze the data. Results Analysis revealed that athletes who perceived a high quality relationship experienced heightened levels of basic need satisfaction. Need satisfaction positively predicted self-determined motivation, which, in turn, linked to enhanced well-being. Moreover, mediation analyses supported the explanatory roles of need satisfaction and self-determined motivation within the model. Lastly, multi-sample SEM invariance testing revealed the model to be largely invariant across cultures. Conclusions The results support the universal application of self-determination theory and the central role interpersonal relationships play in promoting well-being.
... In addition, we highlight that our choice of positive PTLID was not exhaustive, given no established list of positive PTLID exists, and further research should aim to integrate other candidates such as hope. Finally, although the focus of this paper was on positive PTLID, looking at the relationship between sport participation and negative PTLID could also be very informative, such as distressed or Type-D personality (Borkoles et al., 2015) or neuroticism (Hulya Asci, Kelecek, & Altinta, 2015;Yang, Jowett, & Chan, 2015). ...
The aim of this study was twofold: first, to replicate the positive association between sport participation and positive personality-trait-like individual differences (PTLID), and second to investigate whether athletes from individual and team sports would differ regarding positive PTLID. Participants of this study 600 non-athletes and 600 athletes (280 practicing individual sports, 320 team sports) completed a battery of questionnaires designed to assess five characteristics grouped under the umbrella term of positive PTLID, including: perseverance, positivity, resilience, self-esteem, and self-efficacy. A first MANOVA revealed that athletes scored systematically higher than non-athletes on positive PTLID. A second MANOVA showed that athletes from individual sports scored higher on positive PTLID than athletes from team sports. This could be explained by the individual responsibility that comes from performing alone and the need to possess greater enduring personal dispositions to succeed.
... Results indicated that dissimilarities between partners regarding extraversion and openness were associated with more unstable, dysfunctional, and incompatible relationships, all of which were likely to facilitate conflict. Yang, Jowett, and Chan (2015) also found that neuroticism was associated with less than optimal coach-athlete relationships. ...
Although social and personal relationships are vital for productivity, health and wellbeing, conflict is inevitable and is likely to cause upset and hurt feelings as well as anxiety and distrust. Despite the potentially central role of interpersonal conflict in sport, researchers have yet to pay concerted attention to exploring the nature of conflict, its antecedents and consequences. Following a thorough literature search 80 research papers were identified, of which only a small number (6) studied interpersonal conflict directly, most captured dysfunctional interpersonal processes such as breakdown of communication. The current review aims to provide a critical summary of the existing literature around the psychological construct of interpersonal conflict, including its antecedents, management strategies and outcomes within the context of coach–athlete relationships as well as other relational contexts in sport. Based on the relevant literature, a framework of interpersonal conflict is proposed, which includes a specific focus on a key dyad within sport coaching – namely the coach–athlete dyad. Future research directions and potential practical implications for sport psychology consultants, coach educators, coaches and athletes as well as other stakeholders are discussed.
... In addition, we highlight that our choice of positive PTLID was not exhaustive, given no established list of positive PTLID exists, and further research should aim to integrate other candidates such as hope. Finally, although the focus of this paper was on positive PTLID, looking at the relationship between sport participation and negative PTLID could also be very informative, such as distressed or Type-D personality (Borkoles et al., 2015) or neuroticism (Hulya Asci, Kelecek, & Altinta, 2015;Yang, Jowett, & Chan, 2015). ...
Challenging situations and interactions are necessary and unavoidable in sport. From deselection to injury, burnout, and mental health issues, coaches and athletes will face challenging situations throughout their sporting career. The aims of this research study were to (a) introduce a conceptual model of challenging situations and subsequently to (b) explore a range of challenging situations that occur in high-performance sport, and (c) discover how such challenging situations are managed and perceived by high-performance coaches. In this study, challenging situations in coach–athlete dyads are defined as organisational, performance, interpersonal, and personal stressors that can push or pull one or both the coach and athlete, and subsequently their relationship into a state of indeterminacy (i.e., the Grey Zone) that may cause stress, strain, conflict, or resolution and understanding depending on how the challenging situations are managed. A total of 11 current high-performance and World Class Performance coaches ( M = 41.64 years old, SD = 10.69 years; female = 4, male = 7), took part in a semistructured interview aided by vignettes to explore and discover the process by which coaches deal with challenging situations. Using a pragmatism approach, a content analysis guided by the conceptual Grey Zone Model was utilised to analyse the obtained qualitative data. Results indicated that coaches regularly experience challenging situations and use a variety of techniques to manage them. The Grey Zone Model is proposed as a practical tool to help coaches, athletes, and other practitioners, such as sport psychology consultants and coach developers to analyse the various phases of challenging situations.
The innate tendency for forming social relations is also reflected in the area of sports. The sport itself represents a significant context for meeting other people, forming and maintaining relationships. This paper is aimed to review and interpret current literature results on coach-athlete relationships quality and its relations to aspects of athlete psychosocial functioning. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA) guidelines, the literature search of different electronic databases yielded a total of 56 studies. The findings underline several aspects of athlete psychosocial functioning connected with coach-athlete relationships. Among others, it is revealed that positive relationships with coaches contribute to different aspects of athlete motivation and satisfaction manifested in higher performance and intention to continue with sports activities. It is also detected that better relationships with coaches protect athletes from stress, burnout and negative affect guarding their mental health. Relationships with coaches also shape the way an athlete perceives himself, coach and team. The results highlight the unique contribution of coach-athlete relationships to athlete life and activities which may serve as a useful guide to future research in sports.
Previous research has suggested that long-term exercise training can influence trusting behaviors, but the supporting evidence is limited. Therefore, exploring inter-athlete trust behaviors and its neural mechanism could better answer the potential association between athletic training and trust behaviors. Accordingly, the present study used a trust game (TG) task to assess interpersonal trust behavior in the sex-specific athlete group and the ordinary college group; and a functional near-infrared spectroscopy (fNIRS) hyperscanning technology was used to capture the interpersonal neural synchronization (INS) in brain regions of interest to the dyads. The results showed that the athlete group had significantly higher trust behaviors and significantly higher INS in the left frontal pole and left dorsolateral prefrontal than the college group; male athletes had significantly higher trust behaviors and significantly higher INS in the left dorsolateral prefrontal than female athletes. This study suggests that athletes have better trusting behaviors and that this advantage may be related to enhanced INS in the left dorsolateral prefrontal lobe.
High-performance sport is still not appropriately addressing issues that perpetuate women's underrepresentation in elite sport coaching and leadership. Therefore, it is also unlikely representation for other minority groups in high-performance sport will be achieved any time soon. For high-performance sport to progress, there is an opportunity to create environments that foster a variety of coaching styles with diverse racial, ethnic and gender identities. This paper points to statistics from elite football and Olympic sports to highlight the issue of the underrepresentation of women coaches in high-performance sport and draws upon a range of literature to inform an evidence-based and strategic approach to designing development in the context of increasing coach and leader gender diversity in these settings. It explores leadership in high-performance sport, learning and development, and high-performance sport environments. We argue future focused development should prepare high-performance sport leaders to intervene at an environmental level where they provide leadership, facilitate performance enablers, and engage athletes and performance staff to shape cultural change
This study investigated the relationship between personality structures and anger expression styles in water sports. The study population consisted of (swimming, underwater rugby, water polo, triathlon, and sailing) 104 men and 103 women total of 207 adult water sport athletes. In this study, the Social-Demographic Information Form, Big Five Personality Questionnaire, and Trait Anger and Anger Expression Style Scale prepared by the researcher were applied to athletes. It has been realized that personality traits and anger expression styles have significantly related to each other. Extroversion has a meaningful relationship with the trait anger, anger-in, and anger-out. Agreeableness, Conscientiousness, and Neuroticism were found to be significantly different from all anger sub-dimension. Openness has a meaningful relationship with anger management. Agreeableness and Neuroticism have a meaningful relationship with gender. Agreeableness, Conscientiousness, and Neuroticism have a meaningful relationship with age. Anger-in, Conscientiousness, and Neuroticism have a meaningful relationship with living places. Conscientiousness has a meaningful relationship with education status. Anger management, Extroversion, Agreeableness, Conscientiousness, and Neuroticism have a meaningful relationship with income level. Agreeableness has a meaningful relationship with sports. As a result of the research, it has been found that there is a significant relationship between personality structures and anger expression styles of the sportsmen engaged in water sports, and differences were found between the variables of gender, age, living places, education, and income.
This study investigated the relationship between personality structures and anger expression styles in water sports. The study population consisted of (swimming, underwater rugby, water polo, triathlon, and sailing) 104 men and 103 women total of 207 adult water sport athletes. In this study, the Social-Demographic Information Form, Big Five Personality Questionnaire, and Trait Anger and Anger Expression Style Scale prepared by the researcher were applied to athletes. It has been realized that personality traits and anger expression styles have significantly related to each other. Extroversion has a meaningful relationship with the trait anger, anger-in, and anger-out. Agreeableness, Conscientiousness, and Neuroticism were found to be significantly different from all anger sub-dimension. Openness has a meaningful relationship with anger management. Agreeableness and Neuroticism have a meaningful relationship with gender. Agreeableness, Conscientiousness, and Neuroticism have a meaningful relationship with age. Anger-in, Conscientiousness, and Neuroticism have a meaningful relationship with living places. Conscientiousness has a meaningful relationship with education status. Anger management, Extroversion, Agreeableness, Conscientiousness, and Neuroticism have a meaningful relationship with income level. Agreeableness has a meaningful relationship with sports. As a result of the research, it has been found that there is a significant relationship between personality structures and anger expression styles of the sportsmen engaged in water sports, and differences were found between the variables of gender, age, living places, education, and income.
Objectives
The Dark Triad (psychopathy, Machiavellianism, and narcissism) has been linked to anti-social behaviour in sport, and while anti-social behaviour often involves aggression and violence, no research to date has examined the relationship between the Dark Triad and anger and aggression in athletes. The current two-sample study sought to address this gap.
Design
Multi-sample cross-sectional design.
Method
Sample 1 included 224 athletes (MAGE = 23.85) and Sample 2 included 98 coach-athlete dyads (196 total; athlete MAGE = 18.15, coaches MAGE = 34.84). In both samples, facets of the Dark Triad were related to anger and aggression.
Results
In Sample 1, regression analyses indicated that psychopathy positively predicted both anger and aggression and Machiavellianism positively predicted aggression. In Sample 2, actor-partner interdependence models indicated a combination of dyadic relationships (i.e., both actor [coach and athlete personality predicted their own anger and aggression] and partner effects [coach and athlete personality predicted the other’s anger and aggression]). In this regard, actor effects were found between psychopathy and both anger and aggression and narcissism and aggression. Coach to athlete partner effects were found for narcissism and anger and Machiavellianism and aggression.
Conclusions
Overall, the findings provide evidence for personal and interpersonal relationships between the Dark Triad and anger and aggression and highlight the potential for the darker side of both athlete and coach personality to influence athlete emotions.
Background and aims: The purpose of the study was to examine the psychometric properties of the Hungarian version of the Coaching Behaviour Questionnaire and examine the reliability and validity of this questionnaire. Methods: 432 athletes were involved in this study (mean age = 19.49; SD = 5.05; men = 234; women = 256). Besides the above-mentioned questionnaire, the Sport Climate Questionnaire, the Sport Motivation Scale-2, the Coach-Athlete Relationship Questionnaire, and the Competitive State Anxiety Inventory-2 were applied for the validation. Results: The confirmatory factor analysis supported the two-dimensional theoretical model ( χ ² = 386.36; df = 89; TLI = 0.90; CFI = 0.91; RMSEA = 0.08 [90% CI = 0.07 – 0.09]; SRMR = 0.07), that indicated an acceptable fit to the data. Internal consistency of the subscales (Negative activation Cronbach’s α = 0.87, Supportiveness Cronbach’s α = 0.87) proved to be adequate. Examination of construct validity revealed positive relationships among Supportiveness subscale and self-determined motivation, autonomy-supported coach behaviour, self-confidence and coach-athlete relationship ( r = – 0.29 – 0.70), and negative relationship among the Negative activation and the trait anxiety in addition to the below mentioned scales ( r = 0.21 – 0.25). Discussion: The Hungarian version of the CBQ seems to be a valid and reliable questionnaire to measure.
The present study is a dyadic research that examined the influence of supervisors’ and clerks’ personality traits on their job performance, as well as the role of the quality of the supervisor-clerk relationship in this effect. A total of 262 supervisor-clerk dyads completed a self-report questionnaire that assessed their personality traits, their perceptions of relationship quality, and job performance. APIM was carried out in the present study, and the results revealed: (a) actor effects of personality traits on perceptions of relationship quality and job performance of both supervisors and clerks, and (b) partner effects of supervisor’s or clerk’s personality traits on his/her partner’s perceptions of relationship quality and job performance. The findings suggested that each relationship member’s personality trait contributed independently to relationship quality, and job performance, and the actor effects of relationship quality on job performance were significant. This study aimed to understand the unique dynamics of personalities and job performance in supervisor and clerk interaction and to provide a guideline for human resources management in the Chinese retail industry.
The purpose of the study was to examine the psychometric properties of the Coach-Athlete Relationship Questionnaire (CART-Q, Jowett and Ntoumanis, 2004) and examinate the reliability and validity of this questionnaire. 515 athletes were involved in this study (mean age = 20,41; SD=7,43; men=252; women=263). Beside the above mentioned questionnaire, the Sport Climate Questionnaire (SCQ-H; Deci, 2001), the Sport Motivation Scale - 2 (SMS-2; Pettelier et al, 2013), the Coach Behaviour Questionnaire (CBQ; Williams et al., 2003), and the Competitive State Anxiety Inventory – 2 (CSAI-2; Martens et al, 1990) were applied for the validation. The Confirmatory Factory Analysis (CFA) supported the multidimensional nature of the coach–athlete relationship: both the two-dimensional (χ2/df = 5,09, TLI = 0,94, CFI = 0,95, RMSEA = 0,09, SRMR = 0,04), and the three-dimensional modell (χ2/df = 5,59, TLI = 0,93, CFI = 0,95, RMSEA = 0,09, SRMR = 0,04) indicated an acceptable fit to the data. Internal consistency of the subscales (Cronbach-α: 0,79 – 0,91) proved to be adequate. Examination of constuctum validity revealed positive relationships among CART-Q subscales and self-determined motivation, autonomy-supported coach behaviour, self-confident and supportive coach behaviour (r = 0,24 – 0,71), and negative relationship among the examined questionnaire’s subscales and amotivation and negative activation (r = -0,31 – -0,55). The Hungarian version of the ABQ seems to be a valid and reliable questionnaire to measure.
Bu çalışmanın amacı, sporcuların antrenör davranışı algılarında cinsiyetin etkisinin araştırılmasıdır. Çalışmanın örneklem grubunu, bireysel ve takım sporları yapan 120 erkek ve 85 kadın olmak üzere toplam 205 sporcudan oluşmuştur. Araştırma verileri, Üzüm ve Ark. (2018) tarafından geliştirilmiş 24 madde ve 3 alt boyuttan (karakter Özellikleri, Bilgi ve Beceri Birikimi, Adalet) oluşan “Algılanan Antrenör Tutum ve Davranışları Ölçeği” (AATDÖ) vasıtasıyla toplanmıştır. Verilerin analizi için Mann Whitney U-testi ve Spearman Korelasyon testi uygulanmıştır. Çalışmanın anlamlılık düzeyi p<0,05 olarak kabul edilmiştir. Araştırma sonucuna göre cinsiyet üzerinde en etkili antrenör davranışları “Karakteristik Özellikler” boyutuna ilişkin olanlardır.
Pesquisas recentes evidenciam que a coesão de grupo é fundamental para o sucesso de uma equipe esportiva, uma vez que está diretamente ligada ao bem-estar, desempenho e realização de tarefas com maior eficiência (Eys, Jewitt, Evan, Wolf, Bruner e Loughead, 2013; Balaguer, Castillo, Ródenas, Fabra e Duda, 2015). Nesse sentido, na perspectiva do Modelo Conceitual de Coesão Esportiva proposto por Carron, Brawley, e Widmeyer (1998), a coesão é definida como um processo dinâmico composto por aspectos sociais e da tarefa refletido na tendência do grupo estar e permanecer unido em busca dos objetivos e da satisfação das necessidades afetivas dos membros. Estudos apontam a coesão como um processo multidimensional, influenciado por fatores ambientais e inerentes ao indivíduo (normativas, personalidade, perfeccionismo, relações sociais, liderança e auto eficácia) (Vieira, Vieira e Nascimento Junior, 2013; Mokhtari, Mashhoodi, Rahmati, 2013; Nascimento Junior, Contreira, Moreira, Pizzo, Ribeiro, Vieira, 2016) que podem interferir na percepção de coesão de equipes esportivas. Estes fatores ainda podem ser interpretados como mediadores entre a relação motivação/interação social como a coesão esportiva (Jowett e Chaundy, 2004; Alemu e Babu, 2012; Balaguer et al., 2015). A motivação, especificamente, é definida como as forças internas e externas que levam à iniciação, direção, intensidade e persistência do comportamento, direcionando as ações dos indivíduos (Vallerand, 2000). Tal variável pode ser investigada como um fator antecedente da coesão e decorrente dos objetivos do indivíduo frente às atividades, se tornando imprescindível para a permanência dos atletas no esporte, bem como para o desenvolvimento das relações sociais (Deci e Ryan, 2012; Balaguer et al., 2015). Além disso, também é vista como propulsora da coesão de grupo (Alemu e Babu, 2012; Garcia-Calvo, Leo, Gonzalez-Ponce, Sánchez-Miguel, Mouratidis e Ntoumanis, 2014) na medida em que as estratégias utilizadas pelos treinadores ao longo dos treinos favorecem a cooperação e comunicação da equipe. Quanto às relações sociais, o treinador tem sido apontado como um elemento que atua sobre o desempenho e bem-estar emocional dos atletas, ao considerar que as situações esportivas exigem do líder a utilização de diferentes comportamentos na condução das equipes (Chelladurai, 2007; Garcia-Calvo et al., 2014; Balaguer et al., 2015). Apesar da importância da liderança para a melhora do desempenho, investigações recentes têm evidenciado que não só os comportamentos dos treinadores são propulsores de um ambiente harmonioso, mas também as relações estabelecidas com seus atletas, abrangendo seus sentimentos e pensamentos (Mageau e Vallerand, 2003; Gillet, Vallerand, Amoura e Baldes, 2010). Nesta perspectiva, o relacionamento treinador-atleta (RTA) recebe destaque na literatura internacional (Jowett e Poczwardowski, 2007; Jowett e Shanmugam, 2016) por referir-se a uma situação dinâmica em que os aspectos cognitivos, comportamentais e afetivos de treinadores e atletas se relacionam de forma interdependente (Jowett e Poczwardowski, 2007). Jowett e Chaundy (2004) identificaram que a liderança mediada pelo RTA prediz uma maior variância da coesão de grupo, indicando que equipes com RTA de qualidade tendem a desenvolver altos níveis de coesão. Hampson e Jowett (2014) verificaram que o RTA foi um importante mediador do estilo de liderança e eficácia coletiva em equipes de futebol. Apesar do Revista de Psicología del ABSTRACT: The study of psychological variables in sport context is essential for the identification of the intervening factors in well-being and performance of the athletes and teams. This study investigated whether the coach-athlete relationship (CAR) is a key factor on the association between motivation and group cohesion. Participated 141 Brazilian professional football players. Data collection was conducted through Group Environment Questionnaire, Coach-Athlete Relationship Questionnaire and Sport Motivation Scale-II. Structural Equation Modeling revealed that autonomous motivation had a positive effect on cohesion (social and task), while controlled motivation had a negative effect. Together, autonomous and controlled motivation explained 86% and 84% of the social and task cohesion variability, respectively. When the association was mediated by CAR, overall effect of negative trajectories of controlled motivation was reduced, indicating that CAR served as a moderator in the model. It was concluded that CAR is determinant so that the behavior regulated by external factors does not negatively influence the perception of group cohesion in the football context.
This research tested 6 models of the independent and interactive effects of stable personality traits on each partner's reports of relationship satisfaction and quality. Both members of 360 couples (N = 720) completed the Multidimensional Personality Questionnaire and were interviewed about their relationship. Findings show that a woman's relationship happiness is predicted by her partner's low Negative Emotionality, high Positive Emotionality, and high Constraint, whereas a man's relationship happiness is predicted only by his partner's low Negative Emotionality. Findings also show evidence of additive but not interactive effects: Each partner's personality contributed independently to relationship outcomes but not in a synergistic way. These results are discussed in relation to models that seek to integrate research on individual differences in personality traits with research on interpersonal processes in intimate relationships.
This article briefly outlines the salutary implications for psychology of the development of a science of interpersonal relationships, which has emerged as multidisciplinary in nature and international in scope. Discussed are the potentials of relationship science: to unite psychological scholars with other social, behavioral, and biological scientists; to help integrate many subdisciplines within psychology; to bridge the chasm between researcher and practitioner; to extend knowledge of human behavior to people’s daily lives and natural surroundings; and to inform issues of national concern. The realization of these potentials, however, requires transcendence of psychologists’ traditional individualistic orientation, as well as more research on the impact of affect on cognition and research on the impact of relationships’ exterior environments on their interior dynamics.
THE Society’s ‘Year of Relationships’ is a piece of good fortune for researchers and practitioners like me, providing a unique opportunity to showcase an exciting and expanding field within psychology. In a sport context there are many personal relationships (e.g. coach–parent, athlete–athlete, athlete–partner) that can impact on performance, but the coach–athlete relationship is considered to be particularly crucial (Jowett & Cockerill, 2002; Lyle, 1999). THE Society’s ‘Year of Relationships’ is a piece of good fortune for researchers and practitioners like me, providing a unique opportunity to showcase an exciting and expanding field within psychology. In a sport context there are many personal relationships (e.g. coach–parent, athlete–athlete, athlete–partner) that can impact on performance, but the coach–athlete relationship is considered to be particularly crucial (Jowett & Cockerill, 2002; Lyle, 1999). The coach–athlete relationship is not an add-on to, or by-product of, the coaching process, nor is it based on the athlete’s performance, age or gender – instead it is the foundation of coaching. The coach and the athlete intentionally develop a relationship, which is characterised by a growing appreciation and respect for each other as individuals. Overall, the coach–athlete relationship is embedded in the dynamic and complex coaching process and provides the means by which coaches’ and athletes’ needs are expressed and fulfilled (Jowett & Cockerill, 2002). It is at the heart of achievement and the mastery of personal qualities such as leadership, determination, confidence and self-reliance. This article aims to offer a perspective on the coach–athlete relationship and show how sport psychology can contribute to the study of relationships whilst learning from, and building on, the work of scholars in social and relationship psychology.
Grounded in Bowlby's (1969/1982, 1988) attachment theory, this study aimed to explore (a) the pervasiveness of the three main functions of attachment within the context of the coach-athlete relationship, (b) the associations of athletes' attachment styles with such important variables as satisfaction with the relationship and satisfaction with the sport, and (c) the process by which athletes' attachment styles and satisfaction with sport are associated. Data were collected through self-report measures of attachment functions and styles as well as relationship satisfaction and sport satisfaction from 309 student athletes (males = 150, females = 159) whose age ranged from 18 to 28 years (Mage = 19.9, SD = 1.58 years). Athletes' mean scores indicated that the coach was viewed as an attachment figure fulfilling all three functions of secure base, safe haven, and proximity maintenance. Bivariate correlations indicated that athletes' avoidant and anxious styles of attachment with the coach were negatively correlated with both relationship satisfaction and sport satisfaction. Mediational regression analysis revealed that athletes' satisfaction with the coach-athlete relationship may be a process that links athletes' attachment styles with levels of satisfaction with sport. The findings from this study highlight the potential theoretical and practical utility of attachment theory in studying relationships within the sport context.
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although much has been learned from cross-sectional research on marriage, an understanding of how marriages develop, succeed, and fail is best achieved with longitudinal data. In view of growing interest in longitudinal research on marriage, the authors reviewed and evaluated the literature on how the quality and stability of marriages change over time. First, prevailing theoretical perspectives are examined for their ability to explain change in marital quality and stability. Second, the methods and findings of 115 longitudinal studies—representing over 45,000 marriages—are summarized and evaluated, yielding specific suggestions for improving this research. Finally, a model is outlined that integrates the strengths of previous theories of marriage, accounts for established findings, and indicates new directions for research on how marriages change. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this article, the authors discuss the methodological framework and research process of a qualitative-interpretive investigation that was conducted to gain a greater understanding of the athlete-coach relationship. The process of collecting data was based upon in-depth interviews consisting of open-ended questions, non-participant and participant observation, and field notes. In the process of data analysis, three linked steps were followed: data reduction, data display, and conclusion drawing and verification. Symbolic interactionism, social exchange theory, and negotiated order theory were used to interpret the findings. In the project, a holistic perspective served as an analytical goal. The details of research design, data collection, and data analysis are provided in effort to present the appropriateness and soundness of the methodology used to account for the unique features of the research problem.
A meta-analysis that included 19 samples with a total of 3848 participants showed that scores on four of the Five-Factor Model personality factors correlated significantly with level of relationship satisfaction by intimate heterosexual partners. The four personality characteristics were low neuroticism, high agree-ableness, high conscientiousness, and high extraversion. The associations between an individual's per-sonality characteristics and the relationship satisfaction of the individual's intimate partner did not vary significantly from men to women or from married to unmarried individuals. The results of the meta-analysis provide support for the utility of the Five-Factor Model of personality in understanding an important realm of life, intimate relationships.
In this article, we provide guidance for substantive researchers on the use of structural equation modeling in practice for theory testing and development. We present a comprehensive, two-step modeling approach that employs a series of nested models and sequential chi-square difference tests. We discuss the comparative advantages of this approach over a one-step approach. Considerations in specification, assessment of fit, and respecification of measurement models using confirmatory factor analysis are reviewed. As background to the two-step approach, the distinction between exploratory and confirmatory analysis, the distinction between complementary approaches for theory testing versus predictive application, and some developments in estimation methods also are discussed.
The purpose of the current paper is to present an integrative definition of coaching effectiveness and expertise that is both specific and conceptually grounded in the coaching, teaching, positive psychology, and athletes' development literature. The article is organized into six sections. The first section is used to situate the proposed definition in the predominant conceptual models of coaching. The second, third, and fourth sections provide detailed discussion about each of the three components of the proposed definition of coaching effectiveness: (a) coaches' knowledge, (b) athletes' outcomes, and (c) coaching contexts. The proposed definition is presented in the fifth section along with a clarification of common terminology and guiding postulates. The final section includes implications for practice and research.
The present study aimed to explore the psychometric properties of the Coach-Athlete Relationship Questionnaire (CART-Q) in the Chinese language. Based on the 3+1Cs of the coach-athlete relationship conceptual model (Jowett, 2007a), the CART-Q aims to measure three interpersonal psychological constructs, namely: closeness, commitment, and complementarity from a direct perspective and a meta-perspective (see Jowett, 2009). This study examined the factorial validity of both direct and meta-perspective versions of the translated CART-Q in the Chinese language with a sample of 246 elite Chinese athletes by using confirmatory factor analysis. Its concurrent validity was also examined via a three-step mediation analysis using structural equation modelling. Overall, findings provided tenable support for the validity and reliability of the two CART-Q versions within the Chinese coach-athlete relationship context. The possibility of subtle cultural variations in the multidimensional conception of coach-athlete relationships are discussed alongside implications for theory, research, and practice.
This study examined the interpersonal athletic relationship of four married coach-athlete dyads. In order to facilitate the examination of this unique relationship, the interpersonal constructs of closeness, co-orientation, and complementarity were integrated into a conceptual-based model. The main purpose of this study was to establish the utility of the constructs in understanding the coach-athlete relationship in married couples. Following in-depth interviews, the responses of the participants were content analyzed. Analysis revealed that the coaches and athletes' close relationship facilitated the formulation of a cooriented view of relevant and important issues which subsequently affected the way in which cooperative interactions were expressed in training. The relationship-oriented aspects of this unique dyad are discussed in relation to a proposed conceptualization of the coach-athlete relationship, and future directions are presented.
The study investigated the association between coach–athlete relationship inter-dependence and satisfaction level as a function of competition level, relationship length, and gender composition. A series of multilevel modelling analyses found that the associations between relationship interdependence and sport-related satisfaction were weaker for lower-level competitors than they were for higher-level competitors, as well as for short-term relationships compared to long-term relationships. We also found that all female dyads were more satisfied with training and instruction than other gender combinations. Moreover, the associations between relationship interdependence and sport-related satisfaction were weaker for female coach-male athlete dyads than they were for other gender combination dyads. The findings and their implications for theory and practice are discussed.
The coach-athlete relationship is viewed as a multidimensional situational construct containing three
factors: namely, closeness, commitment, and complementarity (3 Cs) that can be captured from a
direct perspective and a meta-perspective. This conceptualization is primarily based on research
conducted with samples that mix student and non-student athletes. This study aimed to examine the
factorial structure of the direct and meta-perspective versions of the Coach-Athlete Relationship
Questionnaire (CART-Q) in a sample of student athletes. Confirmatory factor analysis supported the
validity of a model with separate yet correlated factors for the 3 Cs. Furthermore, the 3 Cs were
found to be related in a conceptually coherent manner with such outcome variables as support from
coach, significance of the relationship (depth), and the level of conflict experienced in the relationship.
The results contribute further evidence to the utility of the CART-Q for the assessment of the
quality of the coach-athlete relationship in student athletes.
Key words: construct validity, nomological network, coach-athlete relationship
The purpose of this qualitative study of coach-athlete relationships was to
utilise perspectives and experiences of four well-known male coaches and
one male Olympic medalist from each of the following successful individual
sports in Hungary: kayaking, swimming and wrestling. Using relationship
constructs of Closeness, Co-orientation and Complementarity, it seems
that in coach-athlete relationships are based more on the characteristics
and needs of the individual athlete than the characteristics of the given
sport discipline.
The Revised NEO Personality Inventory (NEO-PI—R) is a measure of the 5-factor model developed on volunteer samples in the United States. To examine its validity in a non-Western, psychiatric sample, an existing Chinese translation was modified for use in the People's Republic of China (PRC). The instrument was administered to 2,000 psychiatric in- and outpatients at 13 sites throughout the PRC. Internal consistency was low for some facet scales, but retest reliability was adequate and the hypothesized factor structure was clearly recovered. Correlations with age, California Psychological Inventory scales, and spouse ratings supported the validity of NEO-PI—R scales, and diagnostic subgroups showed meaningful personality profiles. The 5-factor model appears to be useful for the assessment of personality among Chinese psychiatric patients. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In chapter 2, Sophia Jowett begins by discussing the interdependent nature of coach-athlete relationships as has been viewed through the lenses of asymmetry, power and control, and parent-child relationships. Jowett proposes the application of a theoretical model to fully understand the interdependent nature of coach-athlete relationships. Principles of interdependence theory are presented and the notion of interdependence is operationalized through the constructs of closeness, commitment, complementarity, and co-orientation. Future research directions that follow reflect the enormous scope of this theoretical model. She concludes by highlighting practical implications related to the impact of prosocial interactions in repairing dysfunctional coach-athlete relationships. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In chapter 1, Sophia Jowett and Artur Poczwardowski consider the coach-athlete relationship from a conceptual perspective. Jowett and Poczwardowski highlight the importance of precisely defining the coach-athlete relationship and introduce a taxonomy that describes the relationship in terms of their prizewinning and caring characteristics. An integrated research model that emanates from recent conceptualization of the coach-athlete relationship is offered as a medium for generating systematic, comprehensive, empirically grounded knowledge for coaches, athletes, parents, practitioners, and policy makers. The final sections on future research and practical implications underline the complexities and substance of this topic. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined the extent to which athletes' perceptions of their relationship with their coach add to the prediction of team cohesion beyond what is predicted by perceptions of coach leadership. Four self-report instruments that measure perceptions of group cohesion, coach leadership, and the nature of coach-athlete relationships were completed by 111 university athletes. Multiple regression analyses revealed the variance accounted for by the hierarchically ordered sets of variables in task and social cohesion. Overall, the results revealed that leadership variables predicted more variance in task and social cohesion when relationship variables were included. Moreover, leadership and relationship variables were shown to be better and stronger predictors of task cohesion (R² = .34) than social cohesion (R² = .15). Limitations and future research directions are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discusses the need for a stronger emphasis on relationships in sport psychological research. Notwithstanding its significance in the athletic setting, the field of interpersonal relationships has remained underdeveloped as a topic of sport psychology research. Factors underlying this lack of recognition are tentatively discussed in view of the scientific delineation, as well as the conceptual and methodological limitations identified in earlier studies on relationships. A framework and methodology specifically developed to assess interpersonal relationships in competitive sport are described and illustrated with results of a study on talented athletes' interpersonal relationships in the athletic triangle. Specific recommendations for further research by sport psychologists on interpersonal relationships in sport are provided. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Personality influences on social relationships and vice versa were longitudinally studied. Personality affected relationships, but not vice versa. After entry to university, 132 students participated for 18 month in a study in which the Big Five factors of personality, the subfactors Sociability and Shyness, and all significant social relationships were repeatedly assessed. A subsample kept diaries of all significant social interactions. After the initial correlation between personality and relationship quality was controlled for, Extraversion and its subfactors, Agreeableness, and Conscientiousness predicted aspects of relationships such as number of peer relationships, conflict with peers, and falling in love. In contrast, relationship qualities did not predict personality traits, and changes in relationship qualities were unrelated to changes in personality traits. Consequences for dynamic-interactionistic views of personality and relationships are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present study investigated the transcontextual process of motivation in sport injury prevention. We examined whether general causality orientation, perceived autonomy support from coaches (PAS), self-determined motivation (SD-Mtv), and basic need satisfaction in a sport context predicted SD-Mtv, beliefs, and adherence with respect to sport injury prevention. Elite athletes (N = 533) completed self-report measures of the predictors (Week 1) and the dependent variables (Week 2). Variance-based structural equation modeling supported hypotheses: SD-Mtv in a sport context was significantly predicted by PAS and basic need satisfaction and was positively associated with SD-Mtv for sport injury prevention when controlling for general causality orientation. SD-Mtv for sport injury prevention was a significant predictor of adherence to injury-preventive behaviors and beliefs regarding safety in sport. In conclusion, the transcontextual mechanism of motivation may explain the process by which distal motivational factors in sport direct the formation of proximal motivation, beliefs, and behaviors of sport injury prevention.
The study's objective was to investigate the motivational significance of the coachathlete relationship in team sports. 591 athletes completed the Perceived Motivational Climate in Sport Questionnaire (Newton, Duda, & Yin, 2000) to assess perceptions of the coach-created motivational climate and two Coach-Athlete Relationship Questionnaires to assess direct perceptions (Jowett & Ntoumanis, 2004) and meta-perceptions (Jowett, in press) of the relationship quality. Canonical correlation analyses revealed, that the perceived task-involving features of the coaching climate, in which role importance, co-operation, and improvement are emphasized, were associated with experiencing higher levels of closeness, commitment, and complementarity with the coach. Perceptions of the ego-involving features of the coach-created environment which emphasizes punitive responses to mistakes, rivalry, and unequal recognition were associated with lower levels of perceived closeness, commitment, and complementarity with the coach. These results support the notion that the coach-athlete relationship has implications for the motivation of athletes participating in team sports.
The actor–partner interdependence model (APIM) is a model of dyadic relationships that integrates a conceptual view of interdependence with the appropriate statistical techniques for measuring and testing it. In this article we present the APIM as a general, longitudinal model for measuring bidirectional effects in interpersonal relationships. We also present three different approaches to testing the model. The statistical analysis of the APIM is illustrated using longitudinal data on relationship specific attachment security from 203 mother–adolescent dyads. The results support the view that interpersonal influence on attachment security is bidirectional. Moreover, consistent with a hypothesis from attachment theory, the degree to which a child’s attachment security is influenced by his or her primary caregiver is found to diminish with age.
Social psychology in sport has grown impressively in the last decade, but no single text has addressed all the important topics in the field—until now. Through the contributions of an international group of established scholars and creative young minds, Social Psychology in Sport offers readers a global perspective, a broad base of knowledge, and the latest thinking on topics such as social relationships, communication, coach leadership, team cohesion, motivation and motivational climate, audience effects, and morality.
Through the applicable nature of the research, Social Psychology in Sport will fuel more research interest, ensuring that the recent growth in the field continues well into the future. As such, this text should be of great interest to students in upper-undergraduate and graduate courses and to researchers interested in the psychosocial aspects of sport. It is an ideal book for social psychology of sport and physical activity courses as well as courses in the psychology of coaching, sport psychology, and sport sociology.
Social psychology in sport has grown impressively in the last decade, but no single text has addressed all the important topics in the field—until now. Through the contributions of an international group of established scholars and creative young minds, Social Psychology in Sport offers readers a global perspective, a broad base of knowledge, and the latest thinking on topics such as social relationships, communication, coach leadership, team cohesion, motivation and motivational climate, audience effects, and morality.
Through the applicable nature of the research, Social Psychology in Sport will fuel more research interest, ensuring that the recent growth in the field continues well into the future. As such, this text should be of great interest to students in upper-undergraduate and graduate courses and to researchers interested in the psychosocial aspects of sport. It is an ideal book for social psychology of sport and physical activity courses as well as courses in the psychology of coaching, sport psychology, and sport sociology.
In this article, we provide guidance for substantive researchers on the use of structural equation modeling in practice for theory testing and development. We present a comprehensive, two-step modeling approach that employs a series of nested models and sequential chi-square difference tests. We discuss the comparative advantages of this approach over a one-step approach. Considerations in specification, assessment of fit, and respecification of measurement models using confirmatory factor analysis are reviewed. As background to the two-step approach, the distinction between exploratory and confirmatory analysis, the distinction between complementary approaches for theory testing versus predictive application, and some developments in estimation methods also are discussed.
The development of the 15-dimension, 56-item Athlete Satisfaction Questionnaire (ASQ) was based on Chelladurai and Riemer's (1997) classification of facets of athlete satisfaction. Qualitative procedures included item generation, expert judgment, and independent placement of items in relevant facets. Quantitative procedures, item-to-total correlations, exploratory and confirmatory factor analyses, involving 172 undergraduate students and 614 Canadian university athletes, confirmed the construct validity of the scale. Correlations between the ASQ's subscales and scales of commitment and negative affectivity provided evidence of criterion-related validity. Reliability estimates (Cronbach's alpha) ranged from .78 to .95. The 15 facets of ASQ encompassed salient aspects of athletic participation, performance (both individual and team), leadership, the team, the organization, and the athlete.
Objectives
In the sport context, the coach–athlete relationship has been viewed and studied as a universal phenomenon. It is thus important to assess the universality of the psychometric scale that is used to measure the quality of coach–athlete relationships. The present study examined the cultural equivalence or measurement invariance of the Coach–Athlete Relationship Questionnaire (11-item, athlete version CART-Q).DesignCross-sectional study.MethodsA total of 1363 athletes from Belgium (N = 200), Britain (N = 382), China (N = 200), Greece (N = 115), Spain (N = 120), Sweden (N = 169), and United States of America (N = 177) completed the CART-Q.ResultsMulti-group mean and covariance structure (MACS) analyses supported the factorial validity of the CART-Q in a three-first-order factor model across the seven countries. An examination of the latent mean differences of the CART-Q revealed some variation in terms of the intensity that athletes perceive in the quality of the relationship with their coach across the different countries.Conclusions
Overall, these results supply additional evidence of the psychometric properties of the CART-Q and highlight that it is a sound instrument that can be applied cross-culturally.
A framework for hypothesis testing and power analysis in the assessment of fit of covariance structure models is presented. We emphasize the value of confidence intervals for fit indices, and we stress the relationship of confidence intervals to a framework for hypothesis testing. The approach allows for testing null hypotheses of not-good fit, reversing the role of the null hypothesis in conventional tests of model fit, so that a significant result provides strong support for good fit. The approach also allows for direct estimation of power, where effect size is defined in terms of a null and alternative value of the root-mean-square error of approximation fit index proposed by J. H. Steiger and J. M. Lind (1980). It is also feasible to determine minimum sample size required to achieve a given level of power for any test of fit in this framework. Computer programs and examples are provided for power analyses and calculation of minimum sample sizes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Associations between the personality variables of the five-factor model and close relationship variables (love styles, relationship satisfaction, and intimacy) were explored. Participants (N=196) from committed relationships were administered the NEO Personality Inventory-Revised, the Love Attitudes Scale-Short Form, the Relationship Assessment Scale, the Personal Assessment of Intimacy in Relationships, and a demographic questionnaire. Correlation and regression analyses revealed that neuroticism was negatively associated with and predictive of satisfaction and intimacy. The association between neuroticism and relationship satisfaction was completely mediated by possessive, dependent love for females. Extraversion and agreeableness were positively associated with relationship satisfaction and intimacy, especially for males. Conscientiousness was positively correlated with intimacy for males. Implications of these findings are discussed.
I.
Review of Terman, L. M., et al., Psychological factors in marital happiness, by H. L. Holligworth. It is pointed out that the procedure followed by Terman in obtaining data involves the questionnaire "halo" effect throughout, that the group studies cannot be considered representative of the general population, and that the logic of interpretation is both inconsistent and erroneous. II.
The effect of happiness or unhappiness on self-report regarding attitudes, reaction patterns, and facts of personal history, by L. M. Terman. Terman presents evidence in support of the assumption that there was an almost complete lack of halo effects in responses to personality and background items, in contrast to the presence of such effects in responses to items that call for specific complaints against the spouse or the marriage. III.
Concerning the validity of Terman's weights for predicting marital happiness, by E. L. Kelly. Kelly presents evidence from his genetic study of marital happiness which supports Terman's claims for the predictive value of certain of the questionnaire items used in his cross-sectional study. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
[This book presents a] comprehensive guide to contemporary interpersonal research, theory, and practice [in personality and psychopathology]. Providing a . . . resource for students as well as mental health professionals, Donald J. Kiesler offers [a] survey of current methods and principles, and a systematic, empirically based approach to interpersonal psychotherapy.
In the 1st part of the book, the focus in on general principles of personality and maladjustment as viewed from the interpersonal perspective.
Part 2 is devoted to clinical considerations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
consider the following issues: (a) the usefulness of the χ[superscript]2 statistic based on various estimation methods for model evaluation and selection; (b) the conceptual elaboration of and selection criteria for fit indexes; and (c) identifying some crucial factors that will affect the magnitude of χ[superscript]2 statistics and fit indexes / review previous research findings as well as report results of some new, unpublished research (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We examined the relations of affect and personality to qualitative aspects of young adults' friendships. Members of 131 friendship dyads evaluated the quality of their relationships and kept diaries of the conflicts they experienced during a 4-week period. Positive and negative affect (PA and NA) emerged as independent predictors of the extent to which people felt close to their friends, of how much irritation they felt toward one another, and of the amount of conflict reported during the recording period. Extraversion, neuroticism, agreeableness, and openness also predicted measures of friendship quality. The data suggest that variations in affectivity are robust predictors of qualitative aspects of people's social relationships.
This study investigated a motivational sequence hypothesizing relationships between athletes' meta-perceptions of the coach–athlete relationship, achievement goals, and intrinsic motivation. Participants (N = 194) completed a multi-sectional questionnaire assessing the targeted variables. Structural equation modeling analysis revealed that athletes who viewed their coaches to be more cooperative, committed, and close in their relationships were more likely to endorse a mastery-approach goal, and less likely to adopt a performance-avoidance goal. Subsequent findings confirmed the hypothesized positive relationship between a mastery-approach goal and intrinsic motivation. Finally, a mastery-approach goal was found to partially mediate the link between athletes' meta-perceptions of the coach–athlete relationship and intrinsic motivation. The results are discussed in terms of their theoretical and practical utility.