研究生: |
林逸 Lin, Yi |
---|---|
論文名稱: |
適應式結果獲知的自我效能預測及動作學習效應 Motor learning effect and self-efficacy prediction of knowledge of results with adaptation |
指導教授: |
卓俊伶
Jwo, Jun-Ling |
學位類別: |
碩士 Master |
系所名稱: |
體育學系 Department of Physical Education |
論文出版年: | 2016 |
畢業學年度: | 104 |
語文別: | 中文 |
論文頁數: | 41 |
中文關鍵詞: | 自信心 、知覺 、動作表現 、動作學習 、結果獲知 |
英文關鍵詞: | self-confidence, perception, motor performance, motor learning, knowledge of results |
DOI URL: | https://doi.org/10.6345/NTNU202204749 |
論文種類: | 學術論文 |
相關次數: | 點閱:219 下載:21 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
結果獲知 (KR) 包含訊息、動機、與連結的功能,是動作學習研究中的重要變項。KR對於動作學習及自我效能有影響,而當提供參與者錯誤KR時,對學習會有負面影響,但若改變KR的精確性,提供學習者正向適應式KR,亦對於動作學習有助益,並提高自我效能。本研究旨在探討正向適應式KR在動作表現的自我效能程度及動作學習的改變,以及自我效能是否能預測動作學習。共招募女性成年實驗參與者36名(21.1 ± 0.9歲),隨機分派至正向適應式結果獲知組、負向適應式結果獲知組及正確結果獲知組,實驗工作為空間性移動的矢狀軸伸展線性動作。獲得期進行60次試作並填寫自我效能量表,試作結束之後的第二天進行保留測驗。本研究自變項為結果獲知條件,依變項為絕對誤差 (AE)、變異誤差 (VE) 與自我效能分數。獲得期自我效能分數進行3(組別)× 6(區間)混合設計二因子變異數分析,其中區間為重複量數。保留測驗自我效能分數分別與保留測驗AE、VE進行簡單迴歸分析法分析,且保留測驗AE、VE將分別以單因子變異數分析。結果發現:(一)獲得期自我效能和組別交互作用達顯著,區間單純主要效果亦達顯著;(二)在保留測驗中,AE及VE達顯著差異;(三)正向適應式結果獲知組自我效能可以有效地預測AE及VE。本研究結論:(一)正向適應式結果獲知會改變動作表現的自我效能程度;(二)正向適應式結果獲知有助於動作學習;(三)正向適應式結果獲知安排下的自我效能程度可以預測動作學習。
Knowledge of results (KR) was considered to have informational, motivational, and associational functions. KR was an important variable in motor learning research. In addition, it had influence on motor learning and self-efficacy. After the erroneous KR was delivered, it negatively impacted on learning. However, changing the precision of KR and providing KR with positive adaptation to learners could facilitate motor learning and self-efficacy. This study was designed to examine not only the effects of KR with positive adaptation on self-efficacy in acquisition and motor learning but also the prediction of self-efficacy on motor learning. Thirty-six (21.1 ± 0.9 years) female adult participants were randomly assigned to groups of KR with positive adaptation, KR with negative adaptation, and correct KR. All participants performed a linear position task consisting of 60 trials and completed self-efficacy scale during acquisition phase. The dependent variables were different KR, and independent variables were absolute error (AE), variable error (VE), and self-efficacy. Through mix design two-way ANOVA with repeated measures on blocks, it revealed that significant difference was found on the interactions of self-efficacy and groups. AE and VE in retention tests were found significant difference by one-way ANOVA. Self-efficacy and AE, VE in retention tests were analyzed by simple regression analysis, and self-efficacy had significant predictive power toward AE and VE. The conclusions of this study were that KR with positive adaptation could change self-efficacy in acquisition and facilitate motor learning. Besides, Self-efficacy under KR with positive adaptation could predict motor learning.
Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111-150.
Ávila, L. T. G., Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise, 13, 849-853.
Baddeley, A. D., & Longman, D. J. A. (1978). The influence of length and frequency of training session on the rate of learning to type. Ergonomics, 21, 627-635.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents, Vol. 4 (pp. 307-337). Greenwich, CT: Information Age.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. doi: 10.1177/0149206311410606.
Bandura, A., & Wood, R. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision making. Journal of Personality and Social Psychology, 56, 805-814.
Buekers, M. J., & Magill, R. A. (1995). The role of task experience and prior knowledge for detecting invalid augmented feedback while learning a motor skill. The Quarterly Journal of Experimental Psychology: Section A, Human Experimental Psychology, 48, 84-97. doi: 10.1080/14640749508401377
Buekers, M. J., Magill, R. A., & Hall, K. G. (1992). The effect of erroneous knowledge of results on skill acquisition when augmented information is redundant. The Quarterly Journal of Experimental Psychology: Section A, Human Experimental Psychology, 44, 105-117. doi: 10.1080/14640749208401285
Buekers, M. J., Magill, R. A., & Sneyers, K. M. (1994). Resolving a conflict between sensory feedback and knowledge of results, while learning a motor skill. Human Movement Science, 26, 27–35.
Chapman, L. J., & Chapman, J. P. (1987). The measurement of handedness. Brain and Cognition, 6, 175-183.
Chiviacowsky, S. (2014). Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning. Psychology of Sport and Exercise, 15, 505-510. doi:10.1016/j.psychsport.2014.05.003
Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78, 40-47.
Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Self-controlled learning: The importance of protecting perceptions of competence. Frontiers in Psychology, 3, 458. doi:10.3389/fpsyg.2012.00458
Choi, Y., Qi, F., Gordon, J., & Schweighofer, N. (2008). Performance-based adaptive schedules enhance motor learning. Journal of Motor Behavior, 40, 273-280. doi: 10.3200/JMBR.40.4.273-280
Cummings, L. L., Schwab, D. P., & Rosen, M. (1971). Performance and knowledge of results as determinants of goal setting. Journal of Applied Psychology, 55, 526-530.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Feltz, D. L. (1984). Self-efficacy as a cognitive mediator of athletic performance. In W. F. Straub & J. M. Williams (Eds.), Cognitive sport psychology (pp. 191–198). Lansing, NY: Sport Science Associates.
Feltz, D. L., & Chase, M. A, (1998). The measurement of self-efficacy and confidence in sport. In J. Duda (Ed.), Advances in sport and exercise psychology measurement (pp. 65-80). Morgantown, WV: Fitness Information Technologies.
Holloway, J. B., Beuter, A., & Duda, J. L. (1988). Self-efficacy and training for strength in adolescent girls. Journal of Applied Social Psychology, 18, 699-719.
Janelle, C. M., Kim, J., & Singer, R. N. (1995). Subject controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills, 81, 627-634.
Maibach, E., & Murphy, D. A. (1995). Self-efficacy in health promotion research and practice: Conceptualization and measurement. Health Education Research, 10, 7-50.
Moritz, S. E., Feltz, D. L., Fahrbach, K. R., & Mack, D. E. (2000). The relation of self-efficacy measures to sport performance: A meta-analytic review. Research Quarterly for Exercise and Sport, 71, 280-294.
Naghsh, Z., Tababaee, M. G., & Tarkhan, R. A. (2011). Structural model of the relationship between self-efficacy perceived instrumentality and academicachievement: Investigating the mediating role of self-regulating learning. Advances in Cognitive Science, 12(4), 1-9.
Oldfield, R. C. (1971). The assessment and analysis of handedness: The Edinburgh inventory. Neuropsychologia, 9, 97-113. doi: 10.1016/0028-3932(71)90067-4
Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
Ryan, L. J., Henry, K., Robey, T., & Edwards, J. A. (2004). Resolution of conflicts between internal and external information sources on a time reproduction task: The role of perceived information reliability and attributional style. Acta Psychologica, 117, 205-229. doi:10.1016/j.actpsy.2004.06.005
Ryan, L. J., & Robey, T. B. (2002). Learning and performance effects of accurate and erroneous knowledge of results on time perception. Acta Psychologica, 111, 83-100.
Saemi, E., Porter, J. M., Ghotbi-Varzaneh, A., Zarghami, M., & Maleki, F. (2012). Knowledge of results after relatively good trials enhances self-efficacy and motor learning. Psychology of Sport and Exercise, 13, 378-382. doi:10.1016/j.psychsport.2011.12.008
Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95, 355-386.
Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.
Schmidt, R. A., & Lee, T. D. (2011). Motor control and learning: A behavioral emphasis (5th ed.). Champaign, IL: Human Kinetics.
Schmidt, R. A., & Wrisberg, C. A. (2000). Motor learning and performance: A problem-based learning approach (2nd ed.). Champaign, IL: Human Kinetics.
Swinnen, S. P. (1996). Information feedback for motor skill learning: A review. In H. N. Zelaznik (Eds.), Advance in motor learning and control (pp. 37-66). Champaign, IL: Human Kinetics.
Wulf, G., & Adams, N. (2014). Small choices can enhance balance learning. Research Quarterly for Exercise and Sport, 70, 265-272.
Wulf, G., Chiviacowsky, S., & Cardozo, P. L. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science, 37, 12-20. doi:10.1016/j.humov.2014.06.004
Wulf, G., Chiviacowsky, S., & Drews, R. (2015). External focus and autonomy support: Two important factors in motor learning have additive benefits. Human Movement Science, 40, 176-184.
Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2010). Normative feedback effects on the learning of a timing task. Human Movement Science, 38, 235-240.
Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2012). Altering mindset can enhance motor learning in older adults. Psychology and Aging, 27, 14-21.