نوع مقاله : مطالعه پژوهشی اصیل
نویسندگان
1 استادیار رفتار حرکتی، دانشگاه خوارزمی
2 دکتری رفتار حرکتی، دانشگاه آزاد اسلامی
3 کارشناسی ارشد رفتار حرکتی، دانشگاه خوارزمی
چکیده
هدف پژوهش حاضر بررسی نقش میانجی خودکارآمدی در مزیت های یادگیری منتسب به روش تمرین دوتایی بود. بیست و پنج دانشجوی پسر در دو گروه تمرین دوتایی و انفرادی در یادگیری فرم شمارة یک تکواندو طی چهار جلسه 30 دقیقهای مورد آموزش قرارگرفتند. افراد گروه تمرین دوتایی در گروههای دونفری به تمرین میپرداختند ولی افراد گروه تمرین انفرادی به صورت جداگانه تمرین میکردند. پرسش‌نامة خودکارآمدی یک بار قبل از اولین کوشش تمرینی و یک بار قبل از آزمون یادداری به شرکتکنندگان ارائه شد. نتایج نشان داد پیشرفت یادگیری و خودکارآمدی در گروه تمرین دوتایی بیشتر از گروه تمرین انفرادی بود. لذا میتوان جمع بندی کرد که یکی از عواملی که موجب میشود نوآموزانی که به صورت دوتایی تمرین میکنند یادگیری بیشتری را تجربه کنند، نه فقط مشاهده الگوی در حال یادگیری، بلکه بالا رفتن عاملی روانشناختی به نام خودکارآمدی در آنها میباشد.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The Mediator Role of Self-Efficacy in Learning Advantages Related to Dyad and Individual Training
نویسندگان [English]
- Shahab Parvinpour 1
- Marzie Balali 2
- Saeid Karimi 3
1 Assistant Professor of Motor Behavior, Kharazmi University
2 Ph.D. in Motor Behavior, Islamic Azad University
3 M.Sc. of in Motor Behavior, Kharazmi University
چکیده [English]
The present study aimed to investigate the mediating role of self-efficacy in learning advantages related to dyad training method. Twenty-five undergraduate students were divided into dyad and individual training group and were taught in taekwondo form 1 in four 30-minute sessions. The participants practiced the task in a dyadic manner in dyad training group while those selected for individual training group practiced individually. Then, they were asked to answer self-efficacy questionnaire before the first practice trial and before retention test. The results indicated that dyad training group was better in both learning and self-efficacy. Based on the results, both observing learning model and raising self-efficacy as a psychological factor can be regarded as the main reason of learning advantages among those learners taught based on dyad training.
کلیدواژه‌ها [English]
- Self-Efficacy
- Motor Learning
- Dyad Training
- Taekwondo
2. Bandura, A. (1994). Self‐efficacy: Wiley Online Library.
3. Bandura, A. (1997). Self-efficacy: The exercise of control: Macmillan.
4. Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(307-337).
5. Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology, 51(6), 1173
6. Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100.
7. Clark, S., & Ste-Marie, D. (2002). Peer mastery versus peer coping models: Model type has differential effects on psychological and physical performance measures. Journal of Human Movement Studies, 43, 179-196.
8. Crook, A. E., & Beier, M. E. (2010). When training with a partner is inferior to training alone: The importance of dyad type and interaction quality. Journal of Experimental Psychology: Applied, 16(4), 335.
9. Day, E. A., Arthur, W., & Shebilske, W. L. (1997). Ability determinants of complex skill acquisition: Effects of training protocol. Acta Psychologica, 97(2), 145-165.
10. Feltz, D. L., & Riessinger, C. A. (1990). Effects of in vivo emotive imagery and performance feedback on self-efficacy and muscular endurance. Journal of Sport and Exercise Psychology, 12(2), 132-143
11. George, T. R., Feltz, D. L., & Chase, M. A. (1992). Effects of model similarity on self-efficacy and muscular endurance: A second look. Journal of Sport and Exercise Psychology, 14(3), 237-248
12. Gould, D., & Weiss, M. (1981). The effects of model similarity and model talk on self-efficacy and muscular endurance. Journal of Sport Psychology, 3(1), 17-29
13. Granados, C. (2010). The Effects of observation, dialogue, and attentional focus in dyadic training protocol.
14. Granados, C., & Wulf, G. (2007). Enhancing motor learning through dyad practice: Contributions of observation and dialogue. Research quarterly for exercise and sport, 78(3), 197-203.
15. Grineski, S. (1996). Cooperative learning in physical education: Human Kinetics Publishers.
16. Legrain, P., d'Arripe-longueville, F., & Gernigon, C. (2003). The influence of trained peer tutoring on tutors' motivation and performance in a French boxing setting. Journal of sports sciences, 21(7), 539-550.
17. Legrain, P., d Arripe-Longueville, F., & Gernigon, C. (2003). Peer tutoring in a sport setting: Are there any benefits for tutors? Sport Psychologist, 17(1), 77-94.
18. McAuley, E. (1985). Modeling and self-efficacy: A test of Bandura's model. Journal of Sport Psychology, 7(3), 283-295
19. Parsa, M. (1997). Psychology of motivation and emotion. Tehran: Sokhan Publications
20. Parvinpour, S. (2013). Investigating and Comparing Effectiveness of Dyadic and Individual Training Protocols on Acquisition and Learning of Swimming Skills and Presenting an Optimal Model. (Ph.D), University of Tehran.
21. Parvinpour, S., Bahram, A., Ghadiri, F., & Balali, M. (2010). Effect of self-control knowledge of results on observational learning in a dyadic training protocol. Research in sport sciences, 2(5), 89-105.
22. Räder, S. B., Henriksen, A.-H., Butrymovich, V., Sander, M., Jørgensen, E., Lönn, L., & Ringsted, C. V. (2014). A study of the effect of dyad practice versus that of individual practice on simulation-based complex skills learning and of students’ perceptions of how and why dyad practice contributes to learning. Academic Medicine, 89(9), 1287-1294.
23. Shanks, D., Brydges, R., den Brok, W., Nair, P., & Hatala, R. (2013). Are two heads better than one? Comparing dyad and self‐regulated learning in simulation training. Medical education, 47(12), 1215-1222.
24. Shea, C. H., Wulf, G., & Whltacre, C. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior, 31(2), 119-125.
25. Shebilske, W. L., Jordan, J. A., Goettl, B. P., & Day, E. A. (1999). Cognitive and social influences in training teams for complex skills. Journal of Experimental Psychology: Applied, 5(3), 227.
26. Shebilske, W. L., Jordan, J. A., Goettl, B. P., & Paulus, L. E. (1998). Observation versus hands-on practice of complex skills in dyadic, triadic, and tetradic training-teams. Human Factors: The Journal of the Human Factors and Ergonomics Society, 40(4), 525-540.
27. Shebilske, W. L., & Regian, J. W. (1992). Video games, training, and investigating complex skills. Paper presented at the Proceedings of the Human Factors and Ergonomics Society Annual Meeting.
28. Tolsgaard, M. G., Madsen, M. E., Ringsted, C., Oxlund, B. S., Oldenburg, A., Sorensen, J. L., . . . Tabor, A. (2015). The effect of dyad versus individual simulation‐based ultrasound training on skills transfer. Medical education, 49(3), 286-295.
29. Weiss, M. R., McCullagh, P., Smith, A. L., & Berlant, A. R. (1998). Observational learning and the fearful child: Influence of peer models on swimming skill performance and psychological responses. Research Quarterly for Exercise and Sport, 69(4), 380-394.
30. Woolfolk, R. L., Murphy, S. M., Gottesfeld, D., & Aitken, D. (1985). Effects of mental rehearsal of task motor activity and mental depiction of task outcome on motor skill performance. Journal of Sport Psychology, 7(2), 191-197
)