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The present research aimed to provide a more holistic analysis of stressful experiences in sport by examining how stress appraisal, coping and emotion are dynamically inter-related constructs and the extent to which their dynamic relationship is associated with objective performance. Based on process-oriented methods, two studies were conducted with elite athletes in order to investigate the dynamic relationship between these constructs and performance in highly demanding sport situations (Study 1: simulated competitive fencing matches during a training session; Study 2: real-life competitive fencing matches during an international competition). The results of the random coefficient regression models emphasise the dynamic nature of the relationship between stress appraisal, coping behaviour, emotion and objective performance over the course of fencing matches. They allowed identification of additional mediating effects of coping and emotion within dynamic relationships between stress appraisal and performance. These studies contribute to a deeper understanding of psychological adaptation in performance environments. The implications of the findings are discussed in relation to the design of effective coping interventions to support the learning of performance-related coping skills and the attainment of performance goals among individuals in highly demanding environments. [ABSTRACT FROM AUTHOR]

This study examined the trajectories and within-person synergies of psychological processes during the final stages of matches. A process-oriented approach was used with nine women elite fencers during an international competition. Multiple assessments of perceived control, threat and challenge appraisals, problem- and emotion-focused coping, positive and negative affects were completed after each touches using video recall method. Multilevel growth curve analyses (MGCAs) indicated that winning and losing matches were each characterised by distinct psychological processes. Specifically, perceived control, challenge appraisal, problem- and emotion-focused coping, and positive affects increased linearly and threat appraisal decreased linearly for wining matches, whereas negative affects increased linearly for losing matches. Regarding the within-person synergies of psychological processes, MGCAs indicated that (1) perceived control and challenge appraisal were significantly associated with problem- and emotion-focused coping for losing matches, the strength of these associations remaining consistent across touches; (2) problem-focused coping was significantly associated with negative affects whereas emotion-focused coping was significantly associated with positive affects for winning matches, the strength of these associations remaining consistent across touches; and (3) problem- and emotion-focused coping were significantly associated with negative affects for losing matches, the linear trajectory of negative affects accelerating at times when athletes had higher levels of emotion-focused coping. Overall, this study provided insights into transactional processes during competition. [ABSTRACT FROM PUBLISHER]

This study aimed to determine whether the various factors of coping as measured by the Brief COPE could be integrated into a more parsimonious hierarchical structure. To identify a higher structure for the Brief COPE, several measurement models based on prior theoretical and hierarchical conceptions of coping were tested. First, confirmatory factor analysis (CFA) results revealed that the Brief COPE's 14 original factors could be represented more parsimoniously with 5 higher order dimensions: problem-solving, support-seeking, avoidance, cognitive restructuring, and distraction (N= 2,187). Measurement invariance across gender was also shown. Second, results provided strong support for the cross-validation and the concurrent validity of the hierarchical structure of the Brief COPE (N= 584). Results indicated statistically significant correlations between Brief COPE factors and trait anxiety and perceived stress. Limitations and theoretical and methodological implications of these results are discussed. [ABSTRACT FROM PUBLISHER]

The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting. [ABSTRACT FROM AUTHOR]