저 동기수준 학습자들에게 필요한 자기통제 피드백의 새로운 제안

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the learning effect of transformed self-control feedback. The test subjects were 40 middle school male students who had no information about the purpose of this study. The test subjects constituted a transformed self-control feedback group(10 self-controlled students and 10 yoked students) and a general self-control feedback group(10 self-controlled students and 10 yoked students). The task used in this research was aerial pass for accuracy which is one of the soccer skill tests for Crews(1968). On the first day, subjects were given pilot test. There were no differences in pass skill between two groups(transformed and general group) after analysing the data collected during the pilot tests. The data analysis of acquisition phase and retention tests were carried out under 2(self-control form)×2(feedback group)×5(block) or 2(self-control form)×2(feedback group)×2(block) factorial design with repeated measures on last factor. The following results were reached by analysing the test data. (a) transformed self-control groups were more effective than general self-control groups at acquisition phase. (b) according to retention phase` interaction of self-control form×feedback, self control feedback group were more effective than yoked group at transform condition whereas, there was no significant between two groups at general condition. conclusively, this study shows that, the transformed self-control feedback group performed the best on the soccer pass skill task.

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