The Effects of Age and Verbal Cues on Self-efficacy, Performance, and Learning in Observational Learning. Unpublished master thesis.

• Main Authors: Hsiu-tin Wu, 吳修廷
• Other Authors: Chu-Min Liao
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/11320452116961423740

碩士 === 國立臺灣體育學院 === 體育研究所 === 91 === ABSTRACT 　　This study examined the effects of age and verbal cues on performance and self-efficacy in observational learning, in both acquisition and retention phases. hildren comprising two age groups (6 and 9 years) were randomly assigned to model only, model plus verbal cues of form, or model plus verbal cues of order conditions. The task was a 6-part motor skill sequence in which proper order and quality of form were assessed. The acquisition phase consisted of three trial blocks with two trials in each block. Retention tests were held ten minutes and two days after the acquisition phase, with one trial block (two trials) in each test. Data collected from the acquisition and retention phases were analyzed separately with repeated measures ANOVAs (age by verbal cues by trial blocks). At the acquisition phase, results showed a significant age by verbal cues by trial blocks interaction on performance of both order and form and self-efficacy on form, while an age by trial block interaction on self-efficacy on order. At the retention phase, an age main effect was found on order and form. Older children generally outperformed younger children. Results of the study indicated that age and verbal cues may have different effects on performance in different learning stages. Self-efficacy seemed to change subject to age and learning stages but may not be affected by verbal cues.