Association between the Effects of Positive Social-Comparative Feedback and Learners’ Competitiveness
Association between the Effects of Positive Social-Comparative Feedback and Learners’ Competitiveness
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积极的社会比较反馈与学习者竞争力之间的关联
DOI：
10.1080/00222895.2021.2020206
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发表时间：
2021
影响因子：
1.4
通讯作者：
Yukari Ohashi
中科院分区：
文献类型：
--
作者：
Kazunori Akizuki;Ryohei Yamamoto;Jun Yabuki;Kazuto Yamaguchi;Yukari Ohashi
本研究考察了积极的社会比较反馈对学习者在运动学习任务中的内在动机的影响，以及它与学习者竞争力的关系。参与者在积极的社会比较反馈中完成了一项平衡任务，并在对照组中进行了绩效结果、感知能力和竞争力的评估。在保持测验中，积极社会比较反馈组表现出比控制组更有效的平衡表现。此外，积极社会比较反馈组的参与者在练习后显著高于控制组的参与者。此外，学习者竞争力的一个子量表-工具性竞争力-预测了积极社会比较反馈组在保持测试中的表现，但在控制组没有。我们的结果表明，积极的社会比较反馈并不是对所有的学习者都有利，对于竞争力较低的学习者来说，效果可能会更差。
This study examined the effects of positive social-comparative feedback on learners’ intrinsic motivation on a motor learning task, as well as its association with learners’ competitiveness. The participants, who performed a balance task in a positive social-comparative feedback and a control group, were assessed for performance outcome, perceived competence, and competitiveness. The positive social-comparative feedback group demonstrated more effective balance performance than the control group on the retention test. In addition, the participants in the positive social-comparative feedback group reported significantly higher perceived competence than the participants in the control group after practice. Further, a subscale of learners’ competitiveness—instrumental competitiveness—predicted the performance on a retention test in the positive social-comparative feedback group, but not in the control group. Our results suggest that positive social-comparative feedback is not beneficial to all learners, and may even be less effective for learners with lower competitiveness.
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