Individual difference in self-controlled motor learning behavior: Learners’ time perspectives, time pressure, and enjoyment

• Main Authors: Ying Hwa KEE, 紀穎華
• Other Authors: Yeou-Teh LIU
• Format: Others
• Language: en_US
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/gyte52

博士 === 國立臺灣師範大學 === 體育學系 === 97 === Although interests on individual difference in motor learning were evident in the last century (Adams, 1987), psychological-based individual difference in motor learning are receiving less attention today. This is despite the fact that differences at that level may have important implications for research and practice. In this thesis, differences in self-controlled learning behavior in relation to learners’ psychology related to passing time are examined. It is likely that different learners would perceive time differently and thus learning behavior might be affected by how they perceived time subconsciously. The current focus is placed on examining individual difference in self-controlled learning, where difficulty level can be controlled. Specifically, difference in the three learner-types, namely, alternating, conservative, and stubborn, are examined in terms of their time perspective, behavior during different time pressure, and in terms of their enjoyment level. Thirty-two participants underwent 5 days (50 trials per day) of self-controlled learning of the roller ball task, and were allowed to select their difficulty levels over the trials. They were then classified into the three learner types based on their learning behavior. Results show that after completing the five-day practice protocol, conservative learners reported a reduction in present fatalism score compared to their earlier report. Perceived time pressure also peaked for different learner-types on different days of practice. Differences in behaviorial variability were also observed between learners over the five days. Finally, results show that enjoyment was the highest for alternating learners on the final day of practice. By showing that individual difference can be observed systematically in a self-controlled motor learning situation, it is proposed that future researchers should not merely treat individual factors as variances that can be tolerated, but should instead pay more attention to the effects of individual preference and inclinations. Limitations and practical implications are discussed.