Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.
Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.
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DOI：
10.3389/fpsyg.2012.00611
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发表时间：
2012
影响因子：
3.8
通讯作者：
Lee TD
中科院分区：
文献类型：
--
作者：
Sanli EA;Patterson JT;Bray SR;Lee TD
本研究的目的是通过自我决定理论（SDT）的原则，从理论上理解自我控制实践情境下的学习优势。本文以SDT宏观理论中的三个微观理论（基本心理需求理论、认知评价理论和机体整合理论）为框架，对当前的自主运动学习文献进行了研究。对运动学习和医学训练文献中26项同行评议的实证研究的回顾揭示了运动学习自我控制研究的一个重要局限性：动机的影响是假设的，而不是量化的。SDT提供了一个基础，从这个基础上可以将动机测量纳入对行为变化的解释中。这一综述表明，自我控制的练习环境可以促进学习者的自主感和能力等因素，从而支持学习者的心理需求，从而导致长期的行为改变。讨论了在未来研究中可能用于测量动机和调节的工具。SDT不仅可以从理论上重新解释现有的运动学习研究，支持自我控制作为一个学习变量，而且可以帮助更好地理解和测量在练习环境和观察到的行为结果之间发生的变化。
The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.