Effects of regulatory fit between message and regulatory focus on performance

Project Number
RI 8/12 CWC

Project Duration
July 2013 - March 2016

Status
Completed

Abstract
This study examines how the regulatory fit theory can be deployed to increase the effectiveness of a coaching message toward enhancing performance of players at critical game situations. Specifically, the study will investigate the effects of eager-framed and vigilant-framed coaching messages on the participants' performance on a simulated task related to table tennis. These participants of individuals will be presented with specific momentary situations in a table tennis game capable of temporarily inducing in them either a promotion or prevention regulatory focus. Based on the regulatory fit theory, it is hypothesised that performance of individuals will be higher when there is a match between the type of message-framing and the type regulatory focus in the participants. Results pertaining to the performance of participants will be discussed with respect to participants' speed and accuracy recorded for the task performance in relation to their regulatory fit or nonfit experience. Results from this study can provide better understanding of how coaches should frame messages that will elicit the desired players' outcomes. Implications of experiencing regulatory fit in relation to quality of learning experience will also be discussed.

Funding Source
NIE

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