The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting

Kolovelonis, Athanasios; Γούδας, Μάριος; Dermitzaki, Irini

doi:10.1016/j.learninstruc.2010.04.001

Cited by 53 publications

(38 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It should be noted that the standard deviations on learning gains were quite large in all conditions. So even though conditions with training produced higher learning gains on average than the control condition, differences in learning gains within conditions could potentially be explained by differences in students' motivation or goal orientation (e.g., De Bilde, Vansteenkiste, & Lens, 2011;Kolovelonis, Goudas, & Dermitzaki, 2011;Pintrich, 2000;Schunk, 1990). Combining measures of cognitive and affective variables in future studies might shed light on this issue.…”

Section: Discussionmentioning

confidence: 98%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

217

201

View full text Add to dashboard Cite

a b s t r a c tFor self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N ¼ 80) acquisition of selfassessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N ¼ 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in selfregulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.

show abstract

Section: Discussionmentioning

confidence: 98%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

217

201

View full text Add to dashboard Cite

show abstract

“…Specifically, self-regulated students actively set goals and shift approaches flexibly (Wolters, 2011), apply appropriate learning strategies (Harris, Friedlander, Sadler, Frizzelle, & Graham, 2005;Meltzer, 2007), monitor their performance by seeking feedback on it and making appropriate adjustments in the future (Harris et al, 2005), evaluate their academic progress (De Bruin, Thiede, & Camp, 2011), seek out additional resources when needed to master content (Clarebout, Horz, & Schnotz, 2010;De Bruin et al, 2011), pursuit positive learning environment and manipulate them to satisfy their needs (Kolovelonis, Goudas, & Dermitzaki, 2011;Labuhn, Zimmerman, & Hasselhorn, 2010), and have higher academic self-efficacy (Labuhn et al, 2010).…”

Section: Self-regulation In Learning From a Self-determination Perspementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

View full text Add to dashboard Cite

This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

show abstract

“…Self-recording can optimize self-observation, capturing performance information when it occurs and helping students to compare their performance with performance standards (Ellis & Zimmerman, 2001). Research has shown that self-recording had positive effects on students' dart-throwing performance in physical education (Kolovelonis et al, 2010;Kolovelonis, Goudas, & Dermitzaki, 2011;Zimmerman & Kitsantas, 1996).…”

Section: Introductionmentioning

confidence: 99%

Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education

Kolovelonis

Γούδας

2012

Educational Research and Evaluation

Self Cite

View full text Add to dashboard Cite

The aim of the study was to record students' recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students' performance. Participants were 48 fifth-and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer-and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education.

show abstract

The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting

Cited by 53 publications

References 23 publications

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education

Contact Info

Product

Resources

About