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

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Abstract

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.

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Author information

Authors and Affiliations

  1. Department of Physical Education and Sport Science, University of Thessaly, 421 00 Karies, Trikala, Greece

    Athanasios Kolovelonis & Marios Goudas

  2. Department of Special Education, University of Thessaly, Argonafton & Fillelinon, 382 21, Volos, Greece

    Irini Dermitzaki

  3. College of Education and Human Development, George Mason University, 4400 University Drive, Fairfax, VA, USA

    Anastasia Kitsantas

Authors
  1. Athanasios Kolovelonis
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  2. Marios Goudas
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  3. Irini Dermitzaki
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  4. Anastasia Kitsantas
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Corresponding author

Correspondence to Athanasios Kolovelonis.

Additional information

Athanasios Kolovelonis. Department of Physical Education and Sport Science, University of Thessaly, 421 00 Karies, Trikala, Greece. E-mail: sakisanta@hotmail.com

Current themes of research:

Self-regulated learning. Life skills. Motivation.

Most relevant publications in the field of Psychology of Education:

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2010). Self-regulated learning of a motor skill through emulation and self-control levels in a physical education setting. Journal of Applied Sport Psychology, 22, 198–212.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21, 355–364.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effects of instructional and motivational self-talk on students’ motor task performance in physical education. Psychology of Sport and Exercise, 12, 153–158.

Kolovelonis, A., Goudas, M., & Gerodimos, V. (2011). The effects of the reciprocal and the self-check styles on pupils’ performance in primary physical education. European Physical Education Review, 17, 35–50.

Marios Goudas. Department of Physical Education and Sport Science, University of Thessaly, 421 00 Karies, Trikala, Greece. E-mail: mgoudas@pe.uth.gr

Current themes of research:

Self-regulated learning. Life skills. Motivation.

Most relevant publications in the field of Psychology of Education:

Goudas, M., Dermitzaki, I., Leondari, A., & Danish, S. (2006). The effectiveness of teaching a life skills program in a physical education context. European Journal of Psychology of Education, XXI, 429–438.

Goudas, M., & Giannoudis, G. (2008). A team-sports-based life-skills program in a physical education context. Learning and Instruction, 18, 528–536.

Goudas, M., & Magotsiou, E.(2009). The effects of a cooperative physical education program on students’ social skills. Journal of Applied Sport Psychology, 21, 356–364.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2010). Self-regulated learning of a motor skill through emulation and self-control levels in a physical education setting. Journal of Applied Sport Psychology, 22, 198–212.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21, 355–364.

Irini Dermitzaki. Department of Special Education, University of Thessaly, Argonafton & Fillelinon, 382 21 Volos, Greece. E-mail: idermitzaki@uth.gr

Current themes of research:

Motivation. Metacognition. Self-regulated learning.

Most relevant publications in the field of Psychology of Education:

Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relations between young students’ strategic behaviours, domain-specific self-concept, and performance in a Problem-solving situation. Learning and Instruction, 19, 144–157.

Dermitzaki, I. (2005). Preliminary investigation of relations between young students’ self-regulatory strategies and their metacognitive experiences. Psychological Reports, 97, 759–768.

Goudas, M., Dermitzaki, I., Leondari, A., & Danish, S. (2006). The effectiveness of teaching a life skills program in a physical education context. European Journal of Psychology of Education, XXI, 429–438.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2010). Self-regulated learning of a motor skill through emulation and self-control levels in a physical education setting. Journal of Applied Sport Psychology, 22, 198–212.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21, 355–364.

Anastasia Kitsantas. College of Education and Human Development, George Mason University, 4400 University Drive, Fairfax, VA 22030-4444, USA. E-mail: akitsant@gmu.edu

Current themes of research:

Social cognitive processes. Self-regulated learning in academic. Sports. Health related settings.

Most relevant publications in the field of Psychology of Education:

Kitsantas, A., Cheema, J., Ware, H. (2011). The role of homework support resources, time spent on homework, and self-efficacy beliefs in mathematics achievement. Journal of Advanced Academics 22(2), 312–341.

Kitsantas, A., & Zimmerman, B. J. (1998). Self-regulation of motor learning: A strategic cycle view. Journal of Applied Sport Psychology, 10, 220–239.

Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92, 811–817.

Zimmerman, B. J., & Kitsantas, A. (1996). Self-regulated learning of a motoric skill: The role of goal setting and self-recording. Journal of Applied Sport Psychology, 8, 60–75.

Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89, 29–36.

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Kolovelonis, A., Goudas, M., Dermitzaki, I. et al. Self-regulated learning and performance calibration among elementary physical education students. Eur J Psychol Educ 28, 685–701 (2013). https://doi.org/10.1007/s10212-012-0135-4

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