Examining the Role of Physical Self-Efficacy as a Function of Race and Gender in Physical Activity (Pedagogy)

Based on Bandura's social cognitive theory, self-efficacy refers to beliefs about one's capabilities to learn or perform behaviors at designated levels (1986, 1997). In the exercise domain, physical self-efficacy (PSE) appears to be more relevant than general self-efficacy because of its application to physical activity. Generally, individuals with high PSE were not only more confident for success and would have better performance, but also more accurate in predicting performance (Rychman, Robbins, Thornton, & Cantrell, 1982). However, little is known about gender differences in exercise domain so far, and much less research has been done on racial differences. In addition, previous sport experiences were used as an independent variable to examine their influence on PSE and performance. The purpose of this study is to investigate the influences of race, gender and previous sport experiences on PSE and performance for college students, as well as the relationship between PSE and performance. A total of 120 college students (64 Females, 56 Males) completed the 22-item, 6-Likert modified PSE scale to assess their efficacy on physical attributes together with information of sports experiences in high school and college, and performance at a dart-throwing task. A 2 * 2 * 2 (race* gender* experience) MANOVA yielded significant main effect of race (Wilks' ĻĢ=.89, F_2,111=6.84,p<.01), gender(Wilks' ĻĢ=.87, F_2,111=8.50, p<.01), and experiences (Wilks' ĻĢ=.86, F_2,111=9.03, p<.01) . Results indicated that African-American participants demonstrated higher PSE than European-American counterparts (F_1,112=4.52, p<.05), but no significant difference between their performances. This revealed that more optimism among African-Americans in physical activity, which was consistent with the previous research about racial differences on competence and expectancy beliefs (Graham, 1994) and perceived physical ability (Harrison, 2001). Results showed that males scored significantly higher than females on PSE (F_1,112=8.14, p<.01) and performance (F_1,112=6.42, p0.05). Significant differences existed between those with low and advanced experiences on PSE (F_1,112=22.45, p<.01) and actual performance (F_1,112=17.06, p<.01) as well. A multiple regression analysis further revealed that gender (b=.40) and previous sport experiences (b=.23) were positive predictors of students' performance. These findings provided empirical evidence to support the importance of examining gender and experience differences of students' PSE and performance in physical activity. It was also found the participants' PSE scores were moderately correlated with their performance (r=.18, p=.04). The results suggested that PSE was an accurate predictor for performance, and the stronger the PSE, the better performance participants attained.
Keyword(s): college level issues, diversity, gender issues