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jpn
Title Transcription
リクジョウ キョウギ センシュ ニ オケル ジコ チョウセイ ガクシュウ ホウリャク ト レンシュウ ジコ コウリョク カン トノ カンレン
Title Alternative (English)
Relationship between track and field athletes’ self-regulated learning strategies and self-efficacy regarding practice
Author
ANII, Akira Factory of Education, Fukuoka University of Education
Description
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.
Subject
主体的な練習
自己調整学習
競技レベル
検証的因子分析
単回帰分析
Journal Title
陸上競技学会誌
Volume
16
Issue
1
Start Page
1
End Page
10
Publisher
日本陸上競技学会
Publisher Transcription
ニホン リクジョウ キョウギ ガッカイ
Publisher Aalternative
Japan Society of Athletics
NII Type
Journal Article
Format
PDF
Relation
Text Version
出版社版
OAI-PMH Set
Faculty of Education