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Self-regulated learning of students majoring in physical education: Assessment of social cognitive theory.

机译：体育专业学生的自我调节学习：社会认知理论的评估。

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摘要

The purpose of the study was to determine which self-regulated learning strategies were used by physical education students. Participants were 340 undergraduate physical education students enrolled in physical activity classes at the College of Physical Education and Sport (CPES) in Riyadh, Saudi Arabia. The Self-Regulated Learning of Motor Skills Questionnaire (SRLMSQ) was used to assess the variables of this study. Descriptive statistics revealed that students used all SRL variables to a varying degree. The motivational variables including task value, performance goal orientation, learning goal orientation, self-efficacy and control of learning beliefs were used most often. The learning strategies of rehearsal, elaboration, peer learning, meta-cognitive self-regulation, effort regulation and help seeking were used the least.;Pearson Product-Moment correlation revealed that the motivational variables were positively correlated with each other, and learning strategies variables were positively correlated with each other. Motivational beliefs and learning strategies were positively correlated with each other with the exception of the relationship between performance goal orientation, effort regulation and help seeking.;Results of multiple regression revealed that self-regulated learning strategies were the predictor of academic performance (GPA). Results of hierarchical regression revealed that learning goal orientation, self-efficacy, and task value were the strongest predictors of learning strategies. MANOVA results revealed that there were developmental differences between students in meta-cognitive self-regulation, peer learning, and help seeking. The results further revealed that no developmental differences were present between students in rehearsal and elaboration. Tukey HSD post-hoc analysis indicated that sophomore students showed consistent use of meta-cognitive self-regulation, peer learning, and help seeking strategies in comparison to freshmen and junior-senior combined students.
机译：该研究的目的是确定体育学生使用哪种自我调节的学习策略。参与者是在沙特阿拉伯利雅得体育与运动学院（CPES）参加体育活动课程的340名体育本科学生。运动技能问卷的自我调节学习（SRLMSQ）被用来评估这项研究的变量。描述性统计表明，学生在不同程度上使用了所有SRL变量。动机变量包括任务价值，绩效目标取向，学习目标取向，自我效能和学习信念的控制。最少使用排练，阐述，同伴学习，元认知自我调节，努力调节和帮助寻求的学习策略。； Pearson Product-Moment相关性表明，动机变量彼此正相关，学习策略变量彼此正相关。动机信念和学习策略彼此之间呈正相关，除了绩效目标定向，努力调节和帮助寻求之间的关系。多元回归的结果表明，自我调节的学习策略是学习成绩（GPA）的预测指标。等级回归的结果表明，学习目标的定向，自我效能和任务价值是学习策略的最强预测因子。 MANOVA结果显示，在元认知自我调节，同伴学习和帮助寻求方面，学生之间存在发育差异。结果进一步表明，在排练和精练之间，学生之间没有发展差异。 Tukey HSD事后分析表明，与新生和初中三年级学生相比，大二学生表现出对元认知自我调节，同伴学习的持续使用，并有助于寻求策略。

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  • 作者

    Alalyani, Mosaid N.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Psychology Social.;Education Physical.;Education Educational Psychology.;Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 140 p.
  • 总页数 140
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会心理、社会行为;教育心理学;心理学;
  • 关键词

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