Self-regulated learning of motoric performance: A comparison of two models.
Item
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Title
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Self-regulated learning of motoric performance: A comparison of two models.
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Identifier
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AAI9630476
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identifier
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9630476
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Creator
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Kitsantas, Anastasia.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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1996
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Physical | Education, Educational Psychology | Education, Curriculum and Instruction
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Abstract
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This study compared and examined the effects of Singer's (1988) Five Step Model of Self-Regulated Learning and Zimmerman's (1995) Dynamic Feedback Model of Self-Regulated Learning on motor skill acquisition using ninety high school females. Three components of these two models were studied: strategy (imaginal versus analytic), goal setting (fixed versus dynamic) and self-evaluation (absent or present). It was hypothesized that girls who adopted components of Zimmerman's model would exceed those girls who adopted components of Singer's model in dart-skill, self-efficacy beliefs, self-reactions and intrinsic interest. Support for all hypotheses were found. Results provided strong evidence that Zimmerman's model is more effective than Singer's model in enhancing not only the girls' dart-skill but their self-efficacy perceptions, self-reactions and intrinsic interest. Correlations showed that self-efficacy beliefs were highly correlated with dart throwing skill, self-reactions and intrinsic interest. Girls who self-evaluated reported significantly more strategy attributions than did those who did not self-evaluate. These strategy attributions were highly correlated with dart-skill, self-efficacy, positive self-reactions and intrinsic interest in dart throwing. Findings are discussed in terms of a social cognitive view of self-regulated learning of complex motor skills. Instructional applications of the findings for educators and coaches were also considered.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
