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22:[["$","$L31",null,{"feature":"flashcards"}],"$L32",["$","$L33",null,{"href":"/as-level/psychology/ocr/as-motivation-cognitive/flashcards","label":"Motivation (Cognitive)","subjectCode":"as_level_psychology__ocr","surface":"flashcards"}],["$","$L34",null,{"runner":["$","div",null,{"className":"min-h-0 flex-1 overflow-hidden bg-background","children":["$","$L35",null,{"decks":[{"id":"f7c0edec-7858-4f68-b143-18c7c93d7868","title":"Motivation (Cognitive) Flashcards","topicId":"c4ead67e-e36c-5ed0-8e9b-235d3d8b322e","topicSlug":"as-motivation-cognitive","cards":[{"id":"65689f3e-4475-4033-bdd0-1b49dfd3ef41","cardType":"cloze","points":null,"front":"In sport psychology, motivation refers to processes that [ ] behaviour.","back":"In sport psychology, motivation refers to processes that energise, direct, and maintain behaviour.","mcqOptions":[{"text":"energise, direct, and maintain","correct":true,"explanation":"Motivation supplies energy for action, guides behaviour towards a goal, and helps sustain effort over time, especially when challenges or setbacks occur."},{"text":"initiate, organise, and stop","correct":false,"explanation":"Motivation may initiate action, but it does not characteristically organise and stop behaviour. The accepted definition is that motivational processes energise, direct, and maintain behaviour."},{"text":"observe, measure, and classify","correct":false,"explanation":"These are activities involved in studying behaviour rather than motivating it. Motivational processes energise behaviour, direct it towards goals, and maintain it over time."},{"text":"reward, punish, and control","correct":false,"explanation":"This confuses motivation with external behavioural consequences and control. Motivation more broadly describes processes that energise, direct, and maintain an athlete’s behaviour."}]},{"id":"860ecb2f-ca79-447a-9239-961e8bbcb3c0","cardType":"basic","points":1,"front":"What does a cognitive explanation of motivation focus on?","back":"Mental processes such as beliefs, expectations, interpretations, and imagery.","mcqOptions":[{"text":"Mental processes such as beliefs, expectations, interpretations, and imagery.","correct":true,"explanation":"Cognitive explanations examine how an athlete’s thoughts and mental representations influence motivation, including what they believe, expect, interpret, and imagine."},{"text":"Biological processes such as genes, hormones, brain structures, and neurotransmitters.","correct":false,"explanation":"Genes, hormones, and neural structures belong to biological explanations. A cognitive explanation instead focuses on mental processes such as beliefs, expectations, interpretations, and imagery."},{"text":"Behavioural processes such as reinforcement, punishment, conditioning, and habit.","correct":false,"explanation":"Reinforcement and conditioning are central to behavioural explanations, which emphasise learned responses. Cognitive explanations focus on mental processes such as beliefs, expectations, interpretations, and imagery."},{"text":"Unconscious processes such as instincts, conflicts, repression, and early experiences.","correct":false,"explanation":"Unconscious conflict and repression are associated with psychodynamic explanations. Cognitive accounts instead explain motivation through mental processes such as beliefs, expectations, interpretations, and imagery."}]},{"id":"7b63a347-eaef-442f-9877-e6ca56023017","cardType":"cloze","points":null,"front":"Self-efficacy is belief in successfully carrying out a [ ] in a [ ].","back":"Self-efficacy is belief in successfully carrying out a specific task in a particular situation.","mcqOptions":[{"text":"Self-efficacy is belief in successfully carrying out a specific task in a particular situation.","correct":true,"explanation":"Self-efficacy concerns whether a person believes they can perform a defined action under particular circumstances, rather than whether they possess confidence in general."},{"text":"Self-efficacy is belief in successfully carrying out a general ability in a particular situation.","correct":false,"explanation":"Describing a general ability makes the belief too broad. Self-efficacy concerns successfully carrying out a specific task in a particular situation."},{"text":"Self-efficacy is belief in successfully carrying out a specific task in a range of situations.","correct":false,"explanation":"Extending the belief across a range of settings overlooks its situational specificity. Self-efficacy is belief in performing a specific task in a particular situation."},{"text":"Self-efficacy is belief in successfully carrying out an overall performance in a general situation.","correct":false,"explanation":"This describes a broad sense of confidence rather than self-efficacy. Self-efficacy refers to belief in completing a specific task within a particular situation."}]},{"id":"e379966f-844f-49e3-abbe-81cb401e38d4","cardType":"basic","points":2,"front":"Why is self-efficacy not the same as general confidence?","back":"It is task-specific, not a vague overall belief.","mcqOptions":[{"text":"It is task-specific, not a vague overall belief.","correct":true,"explanation":"Self-efficacy concerns confidence about performing a particular task under defined conditions, whereas general confidence is a broader belief that may apply across many activities."},{"text":"It is personality-based, not influenced by a particular task.","correct":false,"explanation":"This treats self-efficacy as a stable personality trait. It is actually task-specific and can vary according to the activity, situation, and previous experience."},{"text":"It is emotion-specific, not related to performance beliefs.","correct":false,"explanation":"Emotions can influence self-efficacy, but they do not define it. Self-efficacy is a task-specific belief about being able to perform successfully."},{"text":"It is outcome-specific, not concerned with performing an action.","correct":false,"explanation":"This confuses self-efficacy with outcome expectations. Self-efficacy concerns belief in performing a specific action, rather than whether that action will produce a desired outcome."}]},{"id":"1e91f5c9-eab2-4d18-9423-e0ddfeba513b","cardType":"basic","points":1,"front":"What is one likely motivational effect of high self-efficacy?","back":"Increased persistence when tasks become difficult.","mcqOptions":[{"text":"Increased persistence when tasks become difficult.","correct":true,"explanation":"Athletes with high self-efficacy expect that their effort can lead to successful performance, so they are more likely to persist when facing difficulty or setbacks."},{"text":"Increased avoidance when tasks become difficult.","correct":false,"explanation":"Avoidance is more commonly associated with low self-efficacy and anticipated failure. High self-efficacy is likely to increase persistence when a task becomes difficult."},{"text":"Reduced effort when tasks become difficult.","correct":false,"explanation":"This reverses the usual motivational relationship. Belief in one’s ability encourages continued effort, so high self-efficacy is likely to increase persistence during difficult tasks."},{"text":"Greater anxiety when tasks become difficult.","correct":false,"explanation":"High self-efficacy generally helps athletes interpret demands as manageable rather than threatening. Its likely motivational effect is increased persistence when tasks become difficult."}]},{"id":"14b356ed-32b9-4f50-889c-aa02fa3c042f","cardType":"basic","points":1,"front":"What can low self-efficacy make an athlete do?","back":"Avoid the task or give up early.","mcqOptions":[{"text":"Avoid the task or give up early.","correct":true,"explanation":"Low self-efficacy creates an expectation that effort may not produce success, making athletes more likely to avoid challenging tasks or stop trying quickly."},{"text":"Persist with the task and increase effort.","correct":false,"explanation":"Persistence and increased effort are usually associated with high self-efficacy. Low self-efficacy instead makes an athlete more likely to avoid the task or give up early."},{"text":"Seek out the task and set harder goals.","correct":false,"explanation":"Seeking challenges and setting demanding goals generally reflect strong efficacy beliefs. Low self-efficacy is more likely to produce task avoidance or early withdrawal."},{"text":"Interpret setbacks as reasons to continue.","correct":false,"explanation":"Viewing setbacks as manageable tends to follow higher self-efficacy. With low self-efficacy, an athlete may treat difficulty as evidence of likely failure and give up early."}]},{"id":"e2c1b873-0a8d-42be-a4f4-32fa1a7f5526","cardType":"basic","points":1,"front":"Which source of self-efficacy involves past success at the task?","back":"Mastery experiences.","mcqOptions":[{"text":"Mastery experiences.","correct":true,"explanation":"Previous success provides direct evidence that the athlete can perform the task, making mastery experiences the most direct and often strongest source of self-efficacy."},{"text":"Vicarious experiences.","correct":false,"explanation":"Vicarious experience comes from observing another person perform successfully, not from one’s own past success. Personal success at the task is a mastery experience."},{"text":"Verbal persuasion.","correct":false,"explanation":"Verbal persuasion involves encouragement or feedback from other people. Past personal success at the task provides a mastery experience, offering direct evidence of capability."},{"text":"Physiological states.","correct":false,"explanation":"Physiological states involve interpreting bodily arousal, fatigue, or anxiety. Success from personally performing the task is instead classified as a mastery experience."}]},{"id":"0f2d2706-5d57-4a89-b2c5-710643ce52f3","cardType":"cloze","points":null,"front":"Seeing someone similar succeed is a [ ], a source of self-efficacy.","back":"Seeing someone similar succeed is a vicarious experience, a source of self-efficacy.","mcqOptions":[{"text":"vicarious experience","correct":true,"explanation":"Observing a similar person succeed can strengthen the belief that one can also succeed, so this form of modelling is called a vicarious experience."},{"text":"mastery experience","correct":false,"explanation":"A mastery experience requires the athlete’s own successful performance, not observation of someone else. Seeing a similar person succeed provides a vicarious experience."},{"text":"persuasive message","correct":false,"explanation":"A persuasive message involves encouragement or reassurance communicated by another person. Learning by watching someone similar succeed is instead a vicarious experience."},{"text":"physiological cue","correct":false,"explanation":"A physiological cue comes from interpreting bodily sensations such as anxiety, fatigue, or arousal. Observing a similar person’s success is a vicarious experience."}]},{"id":"6b97dd5e-8b10-43d9-8eef-5a7a567d95c4","cardType":"cloze","points":null,"front":"Interpreting arousal as [ ] rather than panic can support self-efficacy.","back":"Interpreting arousal as readiness rather than panic can support self-efficacy.","mcqOptions":[{"text":"readiness","correct":true,"explanation":"Viewing arousal as preparation signals that the performer is equipped to meet the challenge. This positive interpretation strengthens perceived capability and therefore supports self-efficacy."},{"text":"danger","correct":false,"explanation":"Treating arousal as a threat is likely to increase anxiety rather than confidence. Interpreting it as readiness suggests preparation for action and can strengthen self-efficacy."},{"text":"weakness","correct":false,"explanation":"Seeing arousal as evidence of inability would undermine perceived competence. The helpful interpretation is readiness, because bodily activation can indicate preparation to perform."},{"text":"exhaustion","correct":false,"explanation":"Confusing arousal with fatigue creates negative expectations about performance. Interpreting arousal as readiness frames the sensations positively and supports belief in successful performance."}]},{"id":"ce164d30-9a7b-49a2-9632-43663a9e33c3","cardType":"basic","points":2,"front":"How is sport confidence broader than self-efficacy?","back":"It concerns success in the sport overall, not one task.","mcqOptions":[{"text":"It concerns success in the sport overall, not one task.","correct":true,"explanation":"Sport confidence is a broad belief about achieving success across the sporting domain, whereas self-efficacy usually concerns capability in a particular task or situation."},{"text":"It concerns success in a single technique, not the whole sport.","correct":false,"explanation":"A belief about one technique is task-specific self-efficacy, not broader sport confidence. Sport confidence concerns anticipated success in the sport overall rather than one task."},{"text":"It concerns belief in physical ability, not sporting success.","correct":false,"explanation":"Sport confidence is not restricted to physical ability and can include broader expectations of success. It concerns success in the sport overall, unlike task-specific self-efficacy."},{"text":"It concerns short-term performance goals, not lasting confidence.","correct":false,"explanation":"The distinction is not simply between short-term and lasting beliefs. Sport confidence concerns success in the sport overall, while self-efficacy relates to a specific task."}]},{"id":"11ba73a1-8b0e-43f9-aeaf-9982096064e1","cardType":"basic","points":1,"front":"What might happen to wider sport confidence if key skill self-efficacy improves?","back":"Wider sport confidence may increase.","mcqOptions":[{"text":"Wider sport confidence may increase.","correct":true,"explanation":"Greater belief in performing an important skill can contribute to a more general expectation of sporting success, allowing improved self-efficacy to strengthen wider sport confidence."},{"text":"Wider sport confidence must decrease.","correct":false,"explanation":"This reverses the expected relationship between the two beliefs. Improved self-efficacy in a key skill may increase wider sport confidence by providing evidence of competence."},{"text":"Wider sport confidence must stay unchanged.","correct":false,"explanation":"Task-specific and general confidence are distinct, but they can influence each other. Improved self-efficacy in an important skill may therefore increase wider sport confidence."},{"text":"Wider sport confidence becomes task-specific.","correct":false,"explanation":"This confuses the levels of the two concepts: self-efficacy is task-specific, whereas sport confidence remains broader. Improved skill self-efficacy may increase wider sport confidence."}]},{"id":"4d444e95-1b6a-43ad-bd41-7285f7d5225a","cardType":"cloze","points":null,"front":"Imagery is the creation or recreation of experiences in the mind without [ ] the action.","back":"Imagery is the creation or recreation of experiences in the mind without actually performing the action.","mcqOptions":[{"text":"actually performing","correct":true,"explanation":"Imagery involves mentally creating or recreating an experience while no physical execution occurs. The performer rehearses or experiences the action in the mind rather than carrying it out."},{"text":"mentally rehearsing","correct":false,"explanation":"Mental rehearsal is a central feature of imagery, not something excluded from it. Imagery occurs without actually performing the action physically."},{"text":"internally experiencing","correct":false,"explanation":"Internally experiencing an action can be part of imagery, particularly from an internal perspective. The defining absence is actually performing the action in physical form."},{"text":"consciously imagining","correct":false,"explanation":"Conscious imagination describes the mental process involved rather than something imagery excludes. The experience is created in the mind without actually performing the action."}]},{"id":"44439f5c-b50c-4253-be56-d18141c4bd34","cardType":"basic","points":2,"front":"Why can imagery increase motivation?","back":"Success feels more controllable and familiar, raising self-efficacy.","mcqOptions":[{"text":"Success feels more controllable and familiar, raising self-efficacy.","correct":true,"explanation":"Repeatedly imagining successful performance makes the situation seem known and manageable. This strengthens belief in personal capability, which can increase motivation to attempt and persist at the task."},{"text":"Success feels more unpredictable and distant, reducing self-efficacy.","correct":false,"explanation":"Effective imagery makes successful performance seem less unfamiliar, not more remote. Success feels more controllable and familiar, raising self-efficacy and motivation."},{"text":"Success feels more effortless and guaranteed, removing persistence.","correct":false,"explanation":"Imagery does not guarantee success or remove the need for effort. It increases motivation by making success feel more controllable and familiar, thereby raising self-efficacy."},{"text":"Failure feels more controllable and familiar, raising anxiety.","correct":false,"explanation":"This wrongly focuses imagery on familiarising failure and increasing anxiety. Successful imagery makes success feel controllable and familiar, which raises self-efficacy and motivation."}]},{"id":"3bbd5b51-668e-4f2d-883d-db0b99ef7341","cardType":"basic","points":1,"front":"Which imagery type involves imagining a specific skill, such as a serve?","back":"Cognitive specific imagery.","mcqOptions":[{"text":"Cognitive specific imagery.","correct":true,"explanation":"Cognitive specific imagery focuses on mentally rehearsing a particular skill or movement, such as a serve, shot, turn or other discrete sporting technique."},{"text":"Cognitive general imagery.","correct":false,"explanation":"Cognitive general imagery concerns broader strategies, plans and patterns of play rather than one isolated skill. Imagining a specific serve is cognitive specific imagery."},{"text":"Motivational specific imagery.","correct":false,"explanation":"Motivational specific imagery focuses on goals and outcomes, such as winning a medal. Rehearsing a particular skill such as a serve is cognitive specific imagery."},{"text":"Motivational general-arousal imagery.","correct":false,"explanation":"Motivational general-arousal imagery concerns emotional activation, anxiety and excitement. Mentally performing a particular skill such as a serve is cognitive specific imagery."}]},{"id":"87cf7df2-3678-445e-8c74-65cbbb066d9b","cardType":"basic","points":1,"front":"Which imagery type is especially important for confidence, coping, and persistence?","back":"Motivational general-mastery imagery.","mcqOptions":[{"text":"Motivational general-mastery imagery.","correct":true,"explanation":"This imagery type involves seeing oneself as confident, mentally tough and able to overcome difficulties. It therefore supports confidence, coping and persistence during challenging performance situations."},{"text":"Motivational general-arousal imagery.","correct":false,"explanation":"Motivational general-arousal imagery focuses on managing excitement, stress and anxiety. Confidence, coping and persistence are especially associated with motivational general-mastery imagery."},{"text":"Motivational specific imagery.","correct":false,"explanation":"Motivational specific imagery centres on achieving particular outcomes, such as winning or receiving a medal. Motivational general-mastery imagery focuses on confidence, coping and persistence."},{"text":"Cognitive general imagery.","correct":false,"explanation":"Cognitive general imagery involves rehearsing strategies, routines or patterns of play. Confidence, coping with difficulty and persistence are functions of motivational general-mastery imagery."}]},{"id":"5a2ad84c-c620-4353-baac-0638fb63cee3","cardType":"basic","points":1,"front":"What does win orientation mean in sports orientation?","back":"Placing high importance on winning.","mcqOptions":[{"text":"Placing high importance on winning.","correct":true,"explanation":"Win orientation measures how strongly an athlete values defeating opponents and achieving victory. A highly win-oriented performer therefore places particular importance on winning."},{"text":"Placing high importance on personal improvement.","correct":false,"explanation":"Prioritising personal improvement reflects goal or task orientation rather than win orientation. Win orientation specifically places high importance on winning against others."},{"text":"Placing high importance on performing skilfully.","correct":false,"explanation":"Valuing skilful execution is closer to performance or task-focused achievement. Win orientation is specifically concerned with the importance placed on winning."},{"text":"Placing high importance on enjoying participation.","correct":false,"explanation":"Enjoyment can motivate participation but does not define win orientation. Win orientation refers specifically to placing high importance on winning competitive encounters."}]},{"id":"a977c153-a7d3-4c7a-8ef7-e2ae76d14813","cardType":"basic","points":1,"front":"What motivational focus suits a strongly goal-oriented athlete?","back":"Personal improvement, targets, and progress feedback.","mcqOptions":[{"text":"Personal improvement, targets, and progress feedback.","correct":true,"explanation":"Goal-oriented athletes are motivated by achieving specific targets and monitoring their development. Emphasising personal improvement and progress therefore supports their desire to work towards clear goals."},{"text":"Winning competitions, status, and comparison with others.","correct":false,"explanation":"Winning and social comparison primarily suit an ego-oriented athlete focused on outperforming others. A strongly goal-oriented athlete is better motivated by personal improvement, targets, and progress feedback."},{"text":"External rewards, praise, and financial incentives.","correct":false,"explanation":"Rewards and praise provide extrinsic motivation but do not directly satisfy a strong focus on achieving goals. Personal improvement, targets, and progress feedback are more appropriate."},{"text":"Avoiding failure, pressure, and criticism of mistakes.","correct":false,"explanation":"Fear of failure and criticism can undermine confidence and motivation rather than support goal pursuit. Personal improvement, targets, and progress feedback provide a more constructive focus."}]},{"id":"f92747e5-e632-432a-adfb-0218943253dd","cardType":"basic","points":1,"front":"What was the design of Munroe-Chandler et al. (2008)?","back":"A correlational questionnaire study.","mcqOptions":[{"text":"A correlational questionnaire study.","correct":true,"explanation":"The researchers measured imagery use, self-confidence, and self-efficacy through questionnaires and examined associations between the scores. No variable was manipulated, making the study correlational."},{"text":"A controlled laboratory experiment study.","correct":false,"explanation":"No independent variable was manipulated under controlled conditions, so this was not a laboratory experiment. It was a correlational questionnaire study examining relationships between measured variables."},{"text":"A qualitative interview study.","correct":false,"explanation":"The researchers did not collect detailed verbal accounts for thematic analysis. They used questionnaire scores to examine statistical relationships, making this a correlational questionnaire study."},{"text":"A naturalistic observation study.","correct":false,"explanation":"The researchers did not observe and record players’ behaviour in their usual environment. They collected self-report questionnaire scores and used a correlational design."}]},{"id":"5692ad64-2f3d-4e7f-8d7e-5aad24d464c9","cardType":"cloze","points":null,"front":"Munroe-Chandler et al. (2008) studied imagery, self-confidence, and self-efficacy in [ ].","back":"Munroe-Chandler et al. (2008) studied imagery, self-confidence, and self-efficacy in youth soccer players.","mcqOptions":[{"text":"youth soccer players","correct":true,"explanation":"Munroe-Chandler et al. investigated how imagery use was associated with self-confidence and self-efficacy among youth soccer players, making this the study’s relevant participant group."},{"text":"adult rugby players","correct":false,"explanation":"Confusing soccer with another team sport gives the wrong sample. Munroe-Chandler et al. examined imagery, self-confidence, and self-efficacy in youth soccer players."},{"text":"elite competitive swimmers","correct":false,"explanation":"Swimmers are a plausible imagery research sample, but they were not the participants in this study. Munroe-Chandler et al. studied youth soccer players."},{"text":"youth tennis players","correct":false,"explanation":"The correct age group is retained here, but the sport is mistaken. Munroe-Chandler et al. investigated imagery and confidence beliefs in youth soccer players."}]},{"id":"846d7da2-522d-4670-aa79-b726a76f3457","cardType":"basic","points":1,"front":"What relationship did Munroe-Chandler et al. (2008) find?","back":"More imagery use was positively related to confidence beliefs.","mcqOptions":[{"text":"More imagery use was positively related to confidence beliefs.","correct":true,"explanation":"Players reporting greater use of imagery also tended to report stronger self-confidence and self-efficacy. This represents a positive correlation between imagery use and confidence beliefs."},{"text":"More imagery use was negatively related to confidence beliefs.","correct":false,"explanation":"A negative relationship would mean confidence decreased as imagery use increased. The study found the opposite pattern: greater imagery use was positively related to confidence beliefs."},{"text":"More imagery use was unrelated to confidence beliefs.","correct":false,"explanation":"Treating the variables as unrelated overlooks the significant association reported by the researchers. Greater imagery use was positively related to players’ confidence beliefs."},{"text":"More imagery use caused increases in confidence beliefs.","correct":false,"explanation":"This converts an association into a causal conclusion, which a correlational design cannot support. The finding was that imagery use was positively related to confidence beliefs."}]},{"id":"396acb7f-258b-4601-9f55-b4e18f7d7220","cardType":"basic","points":2,"front":"Why can Munroe-Chandler et al. not prove imagery causes confidence?","back":"It was correlational, so cause and effect were not shown.","mcqOptions":[{"text":"It was correlational, so cause and effect were not shown.","correct":true,"explanation":"The researchers measured naturally occurring imagery and confidence scores without manipulating imagery use. Correlation establishes an association but cannot demonstrate that imagery caused greater confidence."},{"text":"It was experimental, so cause and effect were not shown.","correct":false,"explanation":"The study was not experimental because imagery use was not manipulated and participants were not assigned to conditions. It was correlational, so cause and effect were not established."},{"text":"It used random allocation, so cause and effect were not shown.","correct":false,"explanation":"Random allocation is an experimental control that can strengthen causal conclusions, but it was not used here. The correlational design prevented the researchers from establishing causation."},{"text":"It was longitudinal, so cause and effect were not shown.","correct":false,"explanation":"The key limitation was not repeated measurement over time. Imagery and confidence were measured correlationally, so direction of causality and cause and effect could not be determined."}]},{"id":"b8e37a31-00e2-4d58-9a03-b7a852a408d6","cardType":"basic","points":2,"front":"Why is self-report a weakness in Munroe-Chandler et al.?","back":"Players may overestimate imagery use or show social desirability bias.","mcqOptions":[{"text":"Players may overestimate imagery use or show social desirability bias.","correct":true,"explanation":"Self-report answers may not accurately reflect actual imagery use. Players could exaggerate desirable psychological preparation to present themselves favourably, reducing the validity of the results."},{"text":"Players may change their behaviour or show observer bias.","correct":false,"explanation":"Observer bias concerns researchers interpreting observed behaviour subjectively, but the study used self-report questionnaires. The relevant weakness is overestimation or socially desirable responding by players."},{"text":"Players may improve with repetition or show practice effects.","correct":false,"explanation":"Practice effects arise when repeated tasks improve performance and are not the main problem with questionnaire self-report. Players may instead overestimate imagery use or respond desirably."},{"text":"Players may differ between groups or show allocation bias.","correct":false,"explanation":"Allocation bias concerns systematic differences between experimental groups, but this was a correlational questionnaire study. Its self-report weakness is inaccurate estimation or social desirability bias."}]},{"id":"85e9a83c-481c-4da6-bea1-af18db73cf19","cardType":"basic","points":1,"front":"Which statistical test suits a correlation between imagery scores and self-efficacy scores?","back":"Spearman’s Rho.","mcqOptions":[{"text":"Spearman’s Rho.","correct":true,"explanation":"Spearman’s Rho tests for a correlation between two co-variables when scores are ordinal or do not meet parametric assumptions, making it suitable for these questionnaire scores."},{"text":"Mann-Whitney U.","correct":false,"explanation":"Mann-Whitney U tests for a difference between two unrelated groups, not an association between two sets of scores. Spearman’s Rho is the appropriate correlation test."},{"text":"Wilcoxon signed-rank.","correct":false,"explanation":"Wilcoxon tests for a difference between two related conditions or matched scores. The research question concerns a correlation, so Spearman’s Rho is appropriate."},{"text":"Chi-square.","correct":false,"explanation":"Chi-square tests for an association between categorical variables using frequencies. Imagery and self-efficacy produce paired scores, so their correlation should be tested with Spearman’s Rho."}]},{"id":"3574a66c-6cc8-42bd-9afe-10a311390828","cardType":"basic","points":1,"front":"Which graph suits imagery and self-efficacy correlation data?","back":"A scatter diagram.","mcqOptions":[{"text":"A scatter diagram.","correct":true,"explanation":"A scatter diagram plots each participant’s paired imagery and self-efficacy scores as one point, allowing the direction and strength of their correlation to be seen."},{"text":"A bar chart.","correct":false,"explanation":"A bar chart compares frequencies or summary values across discrete categories rather than displaying paired co-variable scores. A scatter diagram is used to show a correlation."},{"text":"A histogram.","correct":false,"explanation":"A histogram displays the frequency distribution of one continuous variable, not the relationship between two co-variables. Imagery and self-efficacy scores require a scatter diagram."},{"text":"A line graph.","correct":false,"explanation":"A line graph usually displays change across an ordered variable such as time and implies connected observations. A scatter diagram appropriately shows paired correlation data."}]},{"id":"49547032-4e23-469d-ace6-9e43b07716b8","cardType":"cloze","points":null,"front":"In psychology, significance is often judged using [ ].","back":"In psychology, significance is often judged using $p < 0.05$.","mcqOptions":null},{"id":"c00d7250-d446-4cff-80bb-3c1bc866201c","cardType":"basic","points":1,"front":"What is a Type I error?","back":"Claiming a significant effect when there is not one.","mcqOptions":[{"text":"Claiming a significant effect when there is not one.","correct":true,"explanation":"A Type I error is a false positive: the researcher rejects a true null hypothesis and concludes that a significant effect exists when it does not."},{"text":"Claiming no significant effect when there is one.","correct":false,"explanation":"Failing to detect a genuine effect is a Type II error, or false negative. A Type I error means claiming a significant effect when none exists."},{"text":"Claiming a significant effect when there is one.","correct":false,"explanation":"Correctly identifying a genuine significant effect is a true positive, not an error. A Type I error occurs when significance is claimed despite no real effect."},{"text":"Claiming no significant effect when there is not one.","correct":false,"explanation":"Correctly concluding that no significant effect exists is a true negative, not an error. A Type I error is a false claim that an effect exists."}]},{"id":"c9f01ac4-ca65-4aa3-aa8b-62995aa42b26","cardType":"basic","points":2,"front":"What makes imagery more effective than vague positive thinking?","back":"It is planned, specific, realistic, and goal-linked.","mcqOptions":[{"text":"It is planned, specific, realistic, and goal-linked.","correct":true,"explanation":"Effective imagery uses detailed, attainable scenarios connected to a clear objective, allowing the performer to rehearse relevant actions rather than merely imagining general success."},{"text":"It is spontaneous, general, unrealistic, and success-linked.","correct":false,"explanation":"Unstructured, general and unrealistic images resemble vague positive thinking rather than effective mental rehearsal. Useful imagery is planned, specific, realistic and linked to a goal."},{"text":"It is unplanned, vague, idealistic, and fantasy-linked.","correct":false,"explanation":"Imagery is less effective when it lacks detail and focuses on fantasy rather than attainable performance. Effective imagery is planned, specific, realistic and connected to goals."},{"text":"It is random, broad, exaggerated, and dream-linked.","correct":false,"explanation":"Random and exaggerated images do not provide focused rehearsal of relevant skills. Effective imagery instead needs to be planned, specific, realistic and linked to an objective."}]},{"id":"d5f31b42-0db0-46a0-9303-a76966ffcb60","cardType":"basic","points":1,"front":"Why is imagery useful for injured athletes?","back":"They can mentally rehearse when unable to train fully.","mcqOptions":[{"text":"They can mentally rehearse when unable to train fully.","correct":true,"explanation":"Imagery allows injured athletes to maintain cognitive rehearsal of techniques, strategies and movements even when their injury limits or prevents full physical participation."},{"text":"They can strengthen injured muscles when unable to train fully.","correct":false,"explanation":"Imagery cannot physically load muscles or substitute for rehabilitation exercises. Its benefit is that athletes can mentally rehearse skills while full physical training is restricted."},{"text":"They can receive physical feedback when unable to train fully.","correct":false,"explanation":"Mental imagery does not provide the sensory and coaching feedback produced by physical performance. It is useful because athletes can mentally rehearse despite training limitations."},{"text":"They can replace rehabilitation when unable to train fully.","correct":false,"explanation":"Imagery complements rather than replaces medical rehabilitation, which is necessary for safe physical recovery. It lets injured athletes mentally rehearse when they cannot train fully."}]},{"id":"4363275a-7d23-494f-a2cb-cba4fce7a9d7","cardType":"basic","points":2,"front":"Why should imagery not replace physical practice?","back":"Skills need real training, feedback, and achievable goals.","mcqOptions":[{"text":"Skills need real training, feedback, and achievable goals.","correct":true,"explanation":"Imagery supports preparation but cannot reproduce physical execution or external feedback. Skill development therefore still requires genuine practice alongside realistic, attainable objectives."},{"text":"Skills need imagined training, fantasy, and impossible goals.","correct":false,"explanation":"Imagined practice alone cannot develop physical execution or provide genuine performance feedback. Skills require real training, feedback and achievable goals, with imagery used as a supplement."},{"text":"Skills need positive thinking, confidence, and ambitious goals.","correct":false,"explanation":"Confidence by itself does not build the physical and technical components of skilled performance. Effective development requires real training, informative feedback and achievable goals."},{"text":"Skills need mental rehearsal, isolation, and unrealistic goals.","correct":false,"explanation":"Avoiding feedback prevents performers from identifying and correcting errors, while unrealistic targets can undermine motivation. Skills need real training, feedback and achievable goals."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"Motivation (Cognitive)","title":"Motivation (Cognitive) Flashcards","topbar":{"backHref":"/as-level/psychology/ocr/flashcards"},"topicSidebar":"$L36"}]}],"topicId":"c4ead67e-e36c-5ed0-8e9b-235d3d8b322e","walled":"$L37"}],"$L38","$L39"]