東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Development and Transfer of Self...

Goffena, Jordan David.

FindBook

Google Book

Amazon

博客來

The Development and Transfer of Self-Regulation During Motor Skill Acquisition: A Social Cognitive Perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Development and Transfer of Self-Regulation During Motor Skill Acquisition: A Social Cognitive Perspective./
作者:	Goffena, Jordan David.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	299 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28088252
ISBN:	9798672192253

The Development and Transfer of Self-Regulation During Motor Skill Acquisition: A Social Cognitive Perspective.
Goffena, Jordan David.

The Development and Transfer of Self-Regulation During Motor Skill Acquisition: A Social Cognitive Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 299 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (Ph.D.)--George Mason University, 2020.

This item must not be sold to any third party vendors.

The purpose of the present study was to assess the development and transfer of self-regulation for college-aged novice learners as they acquired a novel motor skill. A three-phase sequential mixed method design consisted of a qualitative cross-case analysis that assessed commonalities among instructional videos (phase one) that informed the development of an experimental, laboratory-based learning intervention (phase two) which was followed by a post-intervention qualitative interview (phase three). Once the experimental protocol was established, novice-level learners (N = 29) were randomly assigned to one of two conditions: a control condition that received physical skill practice (n = 15) or an experimental condition that received self-regulation coaching with physical skill practice (n = 14). The experimental protocol contained a physical skill performance assessment (both conditions) and a self-regulation microanalytic interview protocol (experimental condition only). In order to better judge the novice-level learner's motor proficiency and their development of self-regulation, microanalytic data were also collected from high proficiency performers (n = 4). A 2 x 4 repeated measures ANOVA was conducted between the two conditions over pre-, mid-, post-, and transfer test time points. Results yielded non-significant differences between conditions in their skill proficiency, though the experimental group's mean performance scored higher than the control for both post-test and transfer test evaluations. Chi-square analyses showed that the experimental group used significantly more strategies to aid their performance. On both post-test and transfer test evaluations the experimental group consistently used outcome goals, strategically planned and monitored performance using more mental-skill oriented strategies and used outcome-oriented standards of performance to judge how well they performed. These quantitative findings provide initial support that self-regulatory skills learned through self-regulation coaching can adaptively transfer across performance environments. Qualitative findings showed that goals were important for the learning process and goal setting was the self-regulation component most connected to transfer (as taught through self-regulation coaching). Emergent findings suggest important distinctions between physical-skill oriented transfer and self-regulation transfer across different levels of motor proficiency. A discussion of the findings, future directions for research, and educational implications for the development and transfer of self-regulation are advanced.

ISBN: 9798672192253Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Microanalysis

The Development and Transfer of Self-Regulation During Motor Skill Acquisition: A Social Cognitive Perspective.
LDR:03890nmm a2200385 4500 001 2279130
005 20210730131549.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798672192253
035 $a (MiAaPQ)AAI28088252
035 $a AAI28088252
040 $a MiAaPQ $c MiAaPQ
100 1 $a Goffena, Jordan David. $0 (orcid)0000-0003-1399-8415 $3 3557545
245 1 4 $a The Development and Transfer of Self-Regulation During Motor Skill Acquisition: A Social Cognitive Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 299 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
500 $a Advisor: Kitsantas, Anastasia.
502 $a Thesis (Ph.D.)--George Mason University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of the present study was to assess the development and transfer of self-regulation for college-aged novice learners as they acquired a novel motor skill. A three-phase sequential mixed method design consisted of a qualitative cross-case analysis that assessed commonalities among instructional videos (phase one) that informed the development of an experimental, laboratory-based learning intervention (phase two) which was followed by a post-intervention qualitative interview (phase three). Once the experimental protocol was established, novice-level learners (N = 29) were randomly assigned to one of two conditions: a control condition that received physical skill practice (n = 15) or an experimental condition that received self-regulation coaching with physical skill practice (n = 14). The experimental protocol contained a physical skill performance assessment (both conditions) and a self-regulation microanalytic interview protocol (experimental condition only). In order to better judge the novice-level learner's motor proficiency and their development of self-regulation, microanalytic data were also collected from high proficiency performers (n = 4). A 2 x 4 repeated measures ANOVA was conducted between the two conditions over pre-, mid-, post-, and transfer test time points. Results yielded non-significant differences between conditions in their skill proficiency, though the experimental group's mean performance scored higher than the control for both post-test and transfer test evaluations. Chi-square analyses showed that the experimental group used significantly more strategies to aid their performance. On both post-test and transfer test evaluations the experimental group consistently used outcome goals, strategically planned and monitored performance using more mental-skill oriented strategies and used outcome-oriented standards of performance to judge how well they performed. These quantitative findings provide initial support that self-regulatory skills learned through self-regulation coaching can adaptively transfer across performance environments. Qualitative findings showed that goals were important for the learning process and goal setting was the self-regulation component most connected to transfer (as taught through self-regulation coaching). Emergent findings suggest important distinctions between physical-skill oriented transfer and self-regulation transfer across different levels of motor proficiency. A discussion of the findings, future directions for research, and educational implications for the development and transfer of self-regulation are advanced.
590 $a School code: 0883.
650 4 $a Educational psychology. $3 517650
650 4 $a Kinesiology. $3 517627
650 4 $a College students. $3 537393
650 4 $a Motor ability. $3 548676
650 4 $a Sports psychology. $3 3551478
653 $a Microanalysis
653 $a Motor skill transfer
653 $a Self-regulated learning
653 $a Self-regulation coaching
653 $a Self-regulation transfer
653 $a Sport psychology
690 $a 0525
690 $a 0575
690 $a 0633
710 2 $a George Mason University. $b Educational Psychology. $3 3436937
773 0 $t Dissertations Abstracts International $g 82-03B.
790 $a 0883
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28088252