Interindividual differences in incentive sensitivity moderate motivational effects of competition and cooperation on motor performance

The Effects of Peer Competition-Induced Anxiety on Massive Open Online Course Learning: The Mediating Role of the Behavioral Inhibition System

With the increased emphasis on competition in academic settings, anxiety is becoming more common, which inevitably has some impact on students' learning processes and results. This study aimed to explore how competition-induced anxiety influences students' subjective cognitive load (SCL), attention levels, and test scores. We also investigated the mediating role of the behavioral inhibition system/behavioral activation system (BIS/BAS) in those factors. A total of 101 college students were recruited in Study 1 to learn from five micro-lectures from massive open online courses (MOOCs) under competitive and non-competitive conditions. The results showed that participants' state anxiety (SA) scores were higher after the experiment, participants under the competition condition had higher test scores, and the relationship between SA/ trait anxiety (TA) and SCL could be mediated by the BIS. To obtain more objective data on learning processes (attention levels), we conducted Study 2, which collected behavioral and EEG data from 42 college students during the online learning. The results showed that the competition group had higher SA, lower attention levels, and worse test scores, and the relationship between SA/TA and attention levels could be mediated through the BIS. The present study not only expands previous research by finding that BIS functioning plays an important role in the effects of anxiety on cognitive load and attention but also offers implications for using competitive strategies to motivate students according to their aptitudes.

Individual differences in cooperative and competitive play strategies

INTRODUCTION

Cooperation and competition are common in social interactions. It is not clear how individual differences in personality may predict performance strategies under these two contexts. We evaluated whether instructions to play cooperatively and competitively would differentially affect dyads playing a Pong video game. We hypothesized that instructions to play cooperatively would result in lower overall points scored and differences in paddle control kinematics relative to when participants were instructed to play competitively. We also predicted that higher scores in prosociality and Sportspersonship would be related to better performance during cooperative than competitive conditions.

METHODS

Pairs of participants played a Pong video game under cooperative and competitive instructions. During competitive trials, participants were instructed to score more points against one another to win the game. During the cooperative trials, participants were instructed to work together to score as few points against one another as possible. After game play, each participant completed surveys so we could measure their trait prosociality and Sportspersonship.

RESULTS

Condition was a significant predictor of where along the paddle participants hit the ball, which controlled ball exit angles. Specifically, during cooperation participants concentrated ball contacts on the paddle towards the center to produce more consistent rebound angles. We found a significant correlation of Sex and the average points scored by participants during cooperative games, competitive games, and across all trials. Sex was also significantly correlated with paddle kinematics during cooperative games. The overall scores on the prosociality and Sportspersonship surveys were not significantly correlated with the performance outcomes in cooperative and competitive games. The dimension of prosociality assessing empathic concern was significantly correlated with performance outcomes during cooperative video game play.

DISCUSSION

No Sportspersonship survey score was able to predict cooperative or competitive game performance, suggesting that Sportspersonship personality assessments are not reliable predictors of cooperative or competitive behaviors translated to a virtual game setting. Survey items and dimensions probing broader empathic concern may be more effective predictors of cooperative and competitive performance during interactive video game play. Further testing is encouraged to assess the efficacy of prosocial personality traits as predictors of cooperative and competitive video game behavior.

Cooperation enhances motor learning

Relatedness represents the need to experience satisfaction from interpersonal acceptance and closeness with others and is considered a basic psychological human need. Studies testing the effects of supporting the learners' need for relatedness in motor learning (e.g., Gonzalez & Chiviacowsky, 2018) have manipulated relatedness basically by instructions from the experimenter and using practice and learning at an individual level. A different form of supporting the need for relatedness is through cooperative learning. In different domains, contexts involving cooperative effort strategies and goals were observed to result in greater positive interpersonal relationship and higher goal achievement in relation to individual efforts or competitive conditions. In this experiment, the effects of practice structured in cooperative or competitive ways on the learning of hitting a ball with a racket toward a target was tested. Adolescents practiced in pairs and were assigned to three experimental groups. In the cooperation group, the participants practiced in a cooperative condition while in the competitive group, the participants practiced in a competitive condition. Participants in a control group also practiced in the presence of another participant but were not induced at cooperative or competitive conditions. In the next day all groups performed retention and transfer tests. Questionnaires measured the participants' motivational and affective levels. The results show that cooperation increases intrinsic motivation, positive affect, self-efficacy, and task learning relative to individual efforts or competitive practice. Competition decreases perceived relatedness. The findings add to a growing body of evidence showing the importance of social relatedness for motor performance and learning. They also indicate a positive influential role of cooperation in motor learning.

The relationship of motive disposition and situational incentives to individual differences in choking under pressure

Motive disposition theory posits that individuals exhibit stable differences in their achievement, affiliation, and power motives - shaping their capacity to perceive performance, social affiliative, or competitive contexts as rewarding. Whereas this approach has been employed in research on individual differences in motor performance, it has not been considered in predicting individual differences in choking under pressure. Typical pressure manipulations often use competitive or team settings which also constitute prime examples of power and affiliation incentives. Consequently, we hypothesized participants' affiliation (vs. power) motive to be related to golf putting performance in team (vs. competitive) settings. In addition, due to the performance feedback provided by the task, it should also generally appeal to participants high in achievement motivation. Specifically, after a familiarization phase a total of 115 participants completed a baseline assessment of golf putting performance, followed by an experimental block manipulating the task's incentives (competition, team, control) between participants. Analysis of participants' previously assessed motives revealed that both participants' affiliation and achievement motive were positively related to performance (variable error) under pressure. No effects emerged for the power motive. These findings highlight the role of personality differences in predicting motor performance variability in pressure situations. We discuss the specific contributions of projective and self-report motive measures and touch upon possible avenues for coaches and practitioners to counter choking effects.