European Journal of Psychology of Education

, Volume 28, Issue 3, pp 685–701 | Cite as

Self-regulated learning and performance calibration among elementary physical education students

  • Athanasios KolovelonisEmail author
  • Marios Goudas
  • Irini Dermitzaki
  • Anastasia Kitsantas


This study examined the effectiveness of a social-cognitive training model of self-regulation on students’ dribbling performance, calibration accuracy, and motivational beliefs. Participants were 120 fifth and sixth graders. Students who sequentially experienced emulative and self-control practice setting either process or performance goals at the emulation or at the self-control level improved their dribbling performance and motivational beliefs from pre- to post-test. Students overestimated their performance except for those in the process goal condition who underestimated it. These findings support the effectiveness of this training model and are discussed with reference to the self-regulation and performance calibration development in physical education.


Self-regulated learning Emulative practice Self-control practice Calibration Physical education 



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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2012

Authors and Affiliations

  • Athanasios Kolovelonis
    • 1
    Email author
  • Marios Goudas
    • 1
  • Irini Dermitzaki
    • 2
  • Anastasia Kitsantas
    • 3
  1. 1.Department of Physical Education and Sport ScienceUniversity of ThessalyTrikalaGreece
  2. 2.Department of Special EducationUniversity of ThessalyVolosGreece
  3. 3.College of Education and Human DevelopmentGeorge Mason UniversityFairfaxUSA

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