陸上競技選手における自己調整学習方略と練習自己効力感との関連

その他

The purpose of this study was to develop scales assessing (a)self-regulated learning strategies and (b) self-efficacy regarding practice, to compare these scales with respect to the competition level, and to examine the relationship between these scales. Analysis was conducted with data from 366 collegiate track and field athletes (male = 279, female = 87; mean age = 19.75 years, SD = 1.18). First, confirmatory factor analysis of self-regulated learning strategies showed a factor structure consisting of one factor in the forethought subscale: “goal setting”; of six factors in the selfcontrol phase: “effort,” “self-talk,” “image,” “help-seeking to teammates,” “self-monitoring,” and “help-seeking to coach”; and of two factors in the self-observation phase: “evaluation” and “reflection.” Practice self-efficacy showed one factor. These goodness-of-fit indices of these scales were acceptable. The reliability of these scales were established using Cronbach’s a. Next, this study compared these scales with respect to competition level. The results showed that highly competitive athletes (a) had higher practice self-efficacy and (b) used self-regulated learning strategies more than the less competitive athletes did. Last, this study examined the relationship between use of self-regulated learning strategies and practice self-efficacy. The results were obtained practice self-efficacy was related to their use of self-regulated learning strategies.