The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning
Aim and Background: The motor learning skill and self-efficacy require support and feedback support. The aim of the present research was to determine the effect of positive social-comparative feedback and autonomy support on the self-efficacy and learning of throwing targeting skill in 8- to 9-year-...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Armaqan Danesh Firoozeh
2017-08-01
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| Series: | Taḥqīqāt-i ̒Ulūm-i Raftārī |
| Subjects: | |
| Online Access: | http://rbs.mui.ac.ir/article-1-563-en.html |
| _version_ | 1797698287500787712 |
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| author | سعید ارشم ملیحه سرابندی فهیمه سنائی |
| author_facet | سعید ارشم ملیحه سرابندی فهیمه سنائی |
| author_sort | سعید ارشم |
| collection | DOAJ |
| description | Aim and Background: The motor learning skill and self-efficacy require support and feedback support. The aim of the present research was to determine the effect of positive social-comparative feedback and autonomy support on the self-efficacy and learning of throwing targeting skill in 8- to 9-year-old students in Area 9 of Tehran City, Iran. Methods and Materials: To this aim, through convenience sampling, 60 right-handed students were selected as the sample and were assigned to four 15-member groups of positive social-comparative feedback, autonomous support, positive social-comparative feedback and autonomous support simultaneously, and control according to height, weight, level of developmental skill, and the pretest scores. The acquisition stage included 6 10-trial blocks. In groups including positive social-comparative feedbacks, the participants received real feedback after each block as well as a feedback in comparison to the performance of other children, and in groups including self-efficacy support, the participants could choose the color of bags before each block. To compare the means, combined 2-factor analysis of variance (ANOVA) repeating measurement of the last factor, and between-groups one-way ANOVA with Bonferroni correction was used. Findings: The social-comparative feedback and self-efficacy support, whether separately or simultaneously in one group, could improve children’s motor performance and learning through enhancing self-efficacy. Conclusions: Moreover, the positive effect of simultaneous social-comparative feedback and self-efficacy support on motor learning is considerably remarkable. |
| first_indexed | 2024-03-12T03:51:59Z |
| format | Article |
| id | doaj.art-dda2215657cb4e828ca98e4eb64305f5 |
| institution | Directory Open Access Journal |
| issn | 1735-2029 2008-8248 |
| language | fas |
| last_indexed | 2024-03-12T03:51:59Z |
| publishDate | 2017-08-01 |
| publisher | Armaqan Danesh Firoozeh |
| record_format | Article |
| series | Taḥqīqāt-i ̒Ulūm-i Raftārī |
| spelling | doaj.art-dda2215657cb4e828ca98e4eb64305f52023-09-03T12:18:10ZfasArmaqan Danesh FiroozehTaḥqīqāt-i ̒Ulūm-i Raftārī1735-20292008-82482017-08-01154443451The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learningسعید ارشم0ملیحه سرابندی1فهیمه سنائی2 Aim and Background: The motor learning skill and self-efficacy require support and feedback support. The aim of the present research was to determine the effect of positive social-comparative feedback and autonomy support on the self-efficacy and learning of throwing targeting skill in 8- to 9-year-old students in Area 9 of Tehran City, Iran. Methods and Materials: To this aim, through convenience sampling, 60 right-handed students were selected as the sample and were assigned to four 15-member groups of positive social-comparative feedback, autonomous support, positive social-comparative feedback and autonomous support simultaneously, and control according to height, weight, level of developmental skill, and the pretest scores. The acquisition stage included 6 10-trial blocks. In groups including positive social-comparative feedbacks, the participants received real feedback after each block as well as a feedback in comparison to the performance of other children, and in groups including self-efficacy support, the participants could choose the color of bags before each block. To compare the means, combined 2-factor analysis of variance (ANOVA) repeating measurement of the last factor, and between-groups one-way ANOVA with Bonferroni correction was used. Findings: The social-comparative feedback and self-efficacy support, whether separately or simultaneously in one group, could improve children’s motor performance and learning through enhancing self-efficacy. Conclusions: Moreover, the positive effect of simultaneous social-comparative feedback and self-efficacy support on motor learning is considerably remarkable.http://rbs.mui.ac.ir/article-1-563-en.htmlfeedbackpositive social-comparative feedbacksupportself-efficacymotor learning |
| spellingShingle | سعید ارشم ملیحه سرابندی فهیمه سنائی The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning Taḥqīqāt-i ̒Ulūm-i Raftārī feedback positive social-comparative feedback support self-efficacy motor learning |
| title | The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning |
| title_full | The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning |
| title_fullStr | The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning |
| title_full_unstemmed | The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning |
| title_short | The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning |
| title_sort | effect of social comparative feedback and autonomy support on self efficacy and children motor learning |
| topic | feedback positive social-comparative feedback support self-efficacy motor learning |
| url | http://rbs.mui.ac.ir/article-1-563-en.html |
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