The Effects of Student’s Self-Monitoring and Teacher-Monitoring on Self-Regulation of the Performance of Table Tennis Serves

• Main Authors: Chin-yu su, 蘇秦玉
• Other Authors: None
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/13265599884588847136

碩士 === 國立體育學院 === 體育研究所 === 91 === The purposes of this study were: 1.to explore the effect of self- regulation process(student’s self-monitoring)on their performance on table tennis serves, 2. to explore the effect of self-regulation process(teacher-monitoring)on their performance on table tennis serves, and 3. to compare the difference of the performance on table tennis serves between student’ self-monitoring group and teacher-monitoring group. The subjects used in this study were 151 students enrolled the class of table tennis as their foremost interests at National Lien-Ho Institute of Technology. Among them, 71 students were assigned to the student’s self-monitoring group and the remaining 80 students were the teacher-monitoring group. The tools utilized in this study were the self-efficacy inventory of table tennis serves, the self-monitoring inventory of table tennis serves, and the teacher-monitoring inventory of table tennis serves. The path analysis and the independent sampling t-test were administrated to analyze the collected data. The findings were as follows: 1.The effects of the variables in the pre-test on the performance of table tennis serves: The result indicated that the pre-test might affect the performance of table tennis serves in the mid-test, but the self-set goal(I) and the self-efficacy(I) didn’t affect mid-test. The variables in the pre-test could only predict 10.4％of the variance of the mid-test. 2.The effects of students’ self-regulation on the performance of the table tennis serves(student’s self-monitoring): Mid-test, student’s self-monitoring, self-set goal(II) and the self-efficacy (II) could not predict the post-test. The variables in the mid-test could only predict 9% of the variance of the performance on the pos-test. 3.The effects of students’ self-regulation on the performance of the table tennis serves(teacher-monitoring): Mid-test and the teacher-monitoring could affect students’ performance of the table tennis serves in the post-test, but the self-set goal(II), and the self-efficacy(II) could not affect the performance of table tennis serves in the post-test. The variables in the mid-test could predict 30.1% of the variance of the post-test. 4.The interrelation among the variables in the pre-test: The result indicated that the pre-test was likely to affect the self-set goal(I) and the self-efficacy(I), but not vice versa. 5.The interrelation among the variables in the student’s self-monitoring group: The mid-test failed to affect the self-set goal(II) and the self-efficacy(II) and the vice versa. 6.The interrelation among variables in the teacher-monitoring group: The mid-test affected the self-set goal(II) and the self-efficacy(II), but not vice versa. 7.The difference of the post-test between the student’s self-monitoring group and the teacher-monitoring group: Students in the teacher-monitoring group performed better than that of the student’s self-monitoring group. Key words: student’s self-monitoring, teacher-monitoring, performance on table tennis serves, self- regulation