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Original Articles

Self-Regulated Learning of a Motor Skill Through Emulation and Self-Control Levels in a Physical Education Setting

, &
Pages 198-212 | Received 29 May 2009, Accepted 01 Dec 2009, Published online: 27 Apr 2010
 

Abstract

This study examined the effectiveness of the second and third level of Zimmerman's (2000) model of self-regulated learning development. Participants were 72 (28 boys and 44 girls) fifth- and sixth-grade students who practiced the novel task of dart-throwing. Results showed that sixth-grade Greek students who proceeded sequentially from the emulation to the self-control level improved their dart-throwing performance more than students who missed one or both of these levels, but fifth-grade students benefited equally either from the sequential practice at the emulation and the self-control level or from the experience at one of these self-regulatory levels. No differences were found in self-efficacy, although sixth-grade students who practiced at the emulation level reported higher satisfaction, and sixth-grade students who practiced at the self-control level reported higher intrinsic motivation compared to control group students. These results attest to the effectiveness of learning at the emulation and self-control levels and are discussed with reference to the social cognitive model of self-regulation development.

This research was supported by a scholarship to the first author from the Greek State Scholarship Foundation.

Notes

1If a student had not demonstrated the proper performance in a dart-throwing subskill in the predefined practice min, the corresponding social feedback was provided with the first occurrence of the proper performance.

2The content of the social feedback statements for each dart-throwing subskill was, partially, based on directions provided by CitationZimmerman and Kitsantas (1997).

asignificant difference with fifth grade Group 4,

bsignificant difference with sixth grade Group 1,

csignificant difference with sixth grade Group 4. Group 1: group with social feedback in the first practice session and process goal and self-recording in the second practice session; Group 2: group with social feedback in the first practice session but without process goal and self-recording in the second practice session; Group 3: group without social feedback in the first practice session but with process goal and self-recording in the second practice session; Group 4: the only practice control group.

∗significant correlation at level .05,

∗∗significant correlation at level .01.

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