Self-regulation of motoric learning: A strategic cycle view

Published on Sep 1, 1998in Journal of Applied Sport Psychology2.15
· DOI :10.1080/10413209808406390
Anastasia Kitsantas1
Estimated H-index: 1
(JMU: James Madison University),
Anastasia Kitsantas1
Estimated H-index: 1
(JMU: James Madison University),
Barry J. Zimmerman92
Estimated H-index: 92
(CUNY: City University of New York)
Sources
Abstract
Abstract The effects of performance strategies, goal setting, and self-evaluative recording on the acquisition of a novel motoric skill were studied with 90 high school girls. It was hypothesized that greater acquisition would occur when (a) an analytic strategy was used instead of imaginal strategy, (b) practice goals were shifted dynamically during learning instead of remaining unchanging or fixed, and (c) self-evaluative recording of strategic performance processes was present rather than absent. Support for all three hypotheses was found. In addition to improving motoric skill acquisition, these same self-regulatory processes significantly enhanced three sources of learners' motivation: self-efficacy beliefs, self-satisfaction, and intrinsic interest. Additional analyses revealed that self-evaluative recording enhanced strategy attributions during learning which were predictive of improved self-efficacy, self-satisfaction, and intrinsic interest during posttesting. Self-efficacy was highly predictive ...
📖 Papers frequently viewed together
2000
2,194 Citations
402 Citations
136 Citations
References35
Newest
The effects of goal setting and self-monitoring during self-regulated practice on the acquisition of a complex motoric skill were studied with 90 high school girls. It was hypothesized that girls who shifted goals developmentally from process to outcome goals would surpass classmates who adhered to only process goals who, in turn, would exceed classmates who used only outcome goals in posttest dart-throwing skill, self-reactions, self-efficacy perceptions, and intrinsic interest in the game. Sup...
402 CitationsSource
#1Barry J. ZimmermanH-Index: 92
#2Sebastian BonnerH-Index: 17
Last. Robert KovachH-Index: 2
view all 3 authors...
Understanding the Principles of Self-Regulated Learning Developing Time Planning and Management Skills Developing Text Comprehension and Summarisation Skills Developing Classroom Note-Taking Skills Developing Test Anticipation and Preparation Skills Developing Writing Skills Final Issues - Introducing Self-Regulated Learning into the Classroom.
417 Citations
#1Barry J. Zimmerman (CUNY: City University of New York)H-Index: 92
#2Anastasia Kitsantas (CUNY: City University of New York)H-Index: 46
Abstract The effects of goal setting and self-monitoring during self-regulated practice on the acquisition of a novel motoric skill were studied with 50 high school girls. It was hypothesized that process goals would improve not only the development of dart throwing skill more than product goals but also self-efficacy perceptions, self-reactions and intrinsic interest. It was also expected that self-recording, a formal form of self-monitoring, would similarly enhance dart throwing skill, self-ef...
136 CitationsSource
#1Paul R. PintrichH-Index: 71
#2Dale H. SchunkH-Index: 91
Last. Judith L. MeeceH-Index: 39
view all 2 authors...
Chapter 1. Motivation: Introduction and Historical Foundations Chapter 2. Expectancy-Value Theories of Motivation Chapter 3. Attribution Theory Chapter 4. Social Cognitive Theory Chapter 5. Goals and Goal Orientations Chapter 6. Interest and Affect Chapter 7. Intrinsic and Extrinsic Motivation Chapter 8. Sociocultural Influences Chapter 9. Teacher Influences Chapter 10. Classroom and School Influences Glossary References Name Index Subject Index
2,931 Citations
#1Barry J. ZimmermanH-Index: 92
The ultimate goal of the educational system is to shift to the individual the burden of pursuing his [sic] own education. – John W. Gardner (1963, p. 21), former U.S. secretary of Health, Education, and Welfare With few exceptions, the most demanding cognitive and motivational challenge that growing children face concerns their development of academic competencies. This formidable task, which begins for most youngsters even before they enter school, occupies most of their waking hours until adul...
530 CitationsSource
The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students’ verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived ...
700 CitationsSource
#1K. Anders Ericsson (FSU: Florida State University)H-Index: 82
#2Neil CharnessH-Index: 60
Counter to the common belief that expert performance reflects innate abilities and capacities, recent research in different domains of expertise has shown that expert performance is predominantly mediated by acquired complex skills and physiological adaptations. For elite performers, supervised practice starts at very young ages and is maintained at high daily levels for more than a decade. The effects of extended deliberate practice are more far-reaching than is commonly believed. Performers ca...
1,504 CitationsSource
#1Dale H. Schunk (UNC: University of North Carolina at Chapel Hill)H-Index: 91
#2Carl W. Swartz (UNC: University of North Carolina at Chapel Hill)H-Index: 9
Two experiments investigated how goal setting and progress feedback affect self-efficacy and writing achievement. Children received writing strategy instruction and were given a process goal of learning the strategy, a product goal of writing paragraphs, or a general goal of working productively. Half of the process goal children periodically received feedback on their progress in learning the strategy. In Experiment 2 we also explored transfer (maintenance and generalization) of achievement out...
343 CitationsSource
#1Robert N. SingerH-Index: 25
#2Ronnie LidorH-Index: 25
Last. James H. CauraughH-Index: 45
view all 3 authors...
The effectiveness of three learning strategies on achievement was compared in the learning and performing of a self-paced motor task. More specifically, investigated was the influence of (a) an awareness strategy (to consciously attend to the act and to what one is doing during execution); (b) a nonawareness strategy (to preplan the movement and perform the task without conscious attention to it; “to just do it”); (c) the Five-Step Approach (to systematically ready oneself, image the act, focus ...
121 CitationsSource
133 Citations
Cited By57
Newest
#1Gregory L. Callan (USU: Utah State University)H-Index: 10
#2Lisa DaVia Rubenstein (BSU: Ball State University)H-Index: 12
Last. Maria E. Hernández Finch (BSU: Ball State University)H-Index: 6
view all 5 authors...
This study used structured interviews to examine cyclical relations among self-regulated learning (SRL) processes before (forethought), during (performance), and after (self-reflection) engagement ...
Source
#1Timothy J. Cleary (RU: Rutgers University)H-Index: 25
#2Jackie Slemp (RU: Rutgers University)
Last. Tori Cedar (RU: Rutgers University)
view all 7 authors...
The primary purpose of this study was to systematically review the literature regarding the characteristics, use, and implementation of an emerging assessment methodology, SRL microanalysis. Forty-...
Source
#1Jordan Goffena (GMU: George Mason University)H-Index: 1
#2Thelma S. Horn (Miami University)H-Index: 32
The purpose of this study was to investigate the hypothesized link between athletes’ perception of coach behavior and their self-regulation of sport learning. Self-report questionnaires were admini...
Source
#1Manuel Coimbra (University of Basel)H-Index: 1
#2Robyn Cody (University of Basel)H-Index: 3
Last. Markus Gerber (University of Basel)H-Index: 45
view all 4 authors...
Background: School-based physical education has been associated with a multitude of potential learning outcomes. Representatives of a public health perspective suggest that promoting physical activ...
1 CitationsSource
#1Eleonora ReverberiH-Index: 1
#2Caterina GozzoliH-Index: 14
Last. Angela SorgenteH-Index: 7
view all 5 authors...
Self-regulation of learning (SRL) is a key psychological factor that supports young athletes aiming to reach the elite level by promoting their involvement in deliberate practice. We contributed to the validation of the Italian version of the Bartulovic et al. (2017) Self-Regulation of Learning - Self-Report Scale for Sport Practice by testing its factorial structure, reliability, and measurement invariance among elite and non-elite football players, involving 415 male professional, semi-profess...
Source
#1Jiling Liu (A&M: Texas A&M University)H-Index: 3
#2Ping Xiang (A&M: Texas A&M University)H-Index: 24
Last. Han Chen (VSU: Valdosta State University)H-Index: 2
view all 4 authors...
Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research se...
1 CitationsSource
#1Athanasios Kolovelonis (UTH: University of Thessaly)H-Index: 10
#2Marios Goudas (UTH: University of Thessaly)H-Index: 35
Last. Evdoxia Samara (UTH: University of Thessaly)H-Index: 1
view all 3 authors...
AbstractThis study examined the effects of a self-regulated learning teaching unit on students’ performance calibration, goal attainment, and attributions in physical education. Participants were 1...
1 CitationsSource
#1Gabriela Andrade Vorraber Lawson (UnB: University of Brasília)
#2Gerson Américo Janczura (UnB: University of Brasília)H-Index: 7
Last. Heiko Lex (University of Rostock)H-Index: 1
view all 3 authors...
The present study aims to demonstrate the relationship between cognitive and behavioral variables that configure expert performance by testing if training in self-regulatory processes would affect the organization of tactics mental representation in soccer. A 2 × 2 mixed design was applied, manipulating the level of training in self-regulatory processes between groups and the moment of evaluation within groups. Participants were 13 under-15 year-old male soccer players from Montevideo, Uruguay, ...
Source
#1Ray Bobrownicki (Edin.: University of Edinburgh)H-Index: 2
#2Alan MacPherson (Edin.: University of Edinburgh)H-Index: 6
Last. John Sproule (Edin.: University of Edinburgh)H-Index: 25
view all 4 authors...
Abstract Objectives To date, research concerning analogy and explicit instruction has focused on motor learning (i.e., change or development over many learning trials) with limited attention directed toward acute performance considerations. Accordingly, the present study examined the short-term, differential effects of analogy and explicit instructions on motor control. Methods and design Employing a within-subjects semi-counterbalanced design, 20 novice adult participants performed a dart-throw...
4 CitationsSource
#1Gregory L. Callan (USU: Utah State University)H-Index: 10
#2Timothy J. Cleary (RU: Rutgers University)H-Index: 25
The current study used microanalytic interviews and behavioral traces to examine sequential phase relations among forethought, performance, and self-reflection processes, and to investigate the predictive influence of these processes on mathematics performance of 96 eighth grade students. Consistent with expectations, students’ microanlaytic goals and strategic plans (i.e., forethought phase) correlated at a statistically significant level with students’ strategy use (i.e., performance phase), w...
10 CitationsSource