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Self-Efficacy, State Anxiety, and Motivation During Mandatory Combatives Training Hector R

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Self-Efficacy, State Anxiety, and Motivation During Mandatory Combatives Training Hector R Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2008 Self-Efficacy, State Anxiety, and Motivation during Mandatory Combatives Training Hector R. (Hector Rafael) Morales-Negron Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION SELF-EFFICACY, STATE ANXIETY, AND MOTIVATION DURING MANDATORY COMBATIVES TRAINING BY HECTOR R. MORALES-NEGRON A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2008 Copyright © 2008 Hector R. Morales-Negron All Rights Reserved The members of the Committee approved the dissertation of Hector R. Morales-Negron defended on March 21st, 2008. ________________________ Robert C. Eklund Professor Directing Dissertation ________________________ Robert Moffatt Outside Committee Member ________________________ Gershon Tenenbaum Committee Member ________________________ Jeannine Turner Committee Member Approved:______________________________________________________________ Akihito Kamata, Chairperson, Department of Educational Psychology and Learning Systems The Office of Graduate Studies has verified and approved the above committee members. ii To my Wife, Marisol Correa-Morales, thank you for being there with me throughout this 20-year long journey. You motivate me to always do better and I love you for that. To my kids: Meagan, Hector Jr., and Francisco, who are my inspiration to work hard and complete all my tasks. To my Mom, Gladys, who carried all of us on her back and showed me how to do much with a little. Thanks for your support and your prayers. To my Dad, Hector, because without knowing it, he made me the persistent and hard working man that I consider myself to be today. Last but not least, I dedicate this work to the U.S. Army Soldier, the warrior that never backs down. While I have been in school learning, many of you have fallen…you will not be forgotten. I pledge that what I have learned during this journey will be used to improve those leaders that you will see in the future. Continue to close with the enemy, which is indeed the defining characteristic of a warrior. iii ACKNOWLEDGEMENTS I would like to express my gratitude and appreciation to: -Dr. Robert C. Eklund, my major professor, for being patient and flexible with me and for always being available to guide me during this process. Your guidance was undoubtedly the biggest contributor to this project. I give you my most sincere thanks and appreciation. -Dr. Gershon Tenenbaum, committee member and mentor. Thank you for your support and for believing in my potential from day 1. You are the ultimate professional and I have learned many things from you. -Dr. Robert Moffatt and Dr. Jeanine Turner. Thank you for providing me with time from your busy schedules to develop me as a scholar. Your contributions, comments, and suggestions were and will always be welcomed. Again, thank you for your professionalism. -Dr. Richard Hagen. Family, friend, and mentor. Thanks for your guidance and for helping me better understand the English language. Your contributions to my career are far too many to count. Thanks for being there. -Mr. Matt Larson, SFC Matt Oniel, SGT John Bookout, SSG Scott Kovonda, SSG Garza, and SGT Andrakowicz. These ultimate warriors run the combatives programs that were used to conduct this study. Thank you for your flexibility and help during this process. The study could not have been completed without you. I sincerely hope that these findings will help the program in the near future. -My peers and friends in the sport psychology program. Completing this journey is a hard process, and it can’t be done without the support of a great group of professionals. My peers, many of them almost 20 years younger than me, are smart and hard working individuals that through feedback and professional discussion contributed to the successful completion of this project. Thank you all, and God bless you in your journey. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS····························································································· iv TABLE OF CONTENTS·································································································· v LIST OF TABLES ·········································································································viii LIST OF FIGURES·········································································································· ix ABSTRACT······················································································································ 1 CHAPTER ONE ··············································································································· 2 Introduction···················································································································· 2 Army Combatives Program Background ··································································· 2 Psychological Aspects of the Mixed Martial Arts Environment································ 3 Rationale for the Study······························································································· 4 CHAPTER TWO ·············································································································· 6 Literature Review ·········································································································· 6 Self-Efficacy··············································································································· 7 Motivation ·················································································································· 8 Self-efficacy and Motivation···················································································· 10 State Anxiety············································································································ 10 Stress Process ··········································································································· 12 Anxiety and Self-efficacy························································································· 14 Anxiety and Motivation ··························································································· 15 Stress and Anxiety in Military Settings···································································· 16 Mental Training Techniques ···················································································· 17 Relaxation, Imagery, and Self-Talk as Interventions ··············································· 18 Stress Inoculation Training (SIT)············································································· 18 Stress Management Training (SMT)········································································ 19 Current mental training program approaches··························································· 20 Other Coping Considerations··················································································· 21 Pilot Study················································································································ 21 Purpose of the Study···································································································· 21 Hypotheses··················································································································· 22 v CHAPTER THREE ········································································································ 24 Method························································································································· 24 Participants··············································································································· 24 Instrumentation········································································································· 24 Intervention ·············································································································· 28 Qualitative Inquiry···································································································· 30 Level 1 Combatives Course Description·································································· 30 Design and Procedure······························································································· 30 Data Analysis ··········································································································· 31 CHAPTER FOUR··········································································································· 34 CHAPTER FOUR··········································································································· 34 Results ························································································································· 34 Self-Defense Efficacy (SDE) ··················································································· 34 Teaching Self-Efficacy (TSE) ·················································································· 35 General Confidence·································································································· 37 Cognitive Combatives State Anxiety (CCSA)························································· 39 Somatic Combatives
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