Effect of Type of Feedback on Intrinsic Motivation and Learning of Volleyball Jump Serve in Students with Different Levels of Neuroticism
Effect of Type of Feedback on Intrinsic Motivation and Learning of Volleyball Jump Serve in Students with Different Levels of Neuroticism
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DOI：
10.29252/aassjournal.821
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发表时间：
2020-09-01
影响因子：
0.6
通讯作者：
Badami, Rokhsareh
中科院分区：
文献类型：
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作者：
Badami, Rokhsareh
背景许多研究者已经研究了反馈类型对运动技能学习的影响，但是很少有研究涉及到人格特质和反馈类型之间的相互作用。目标.本研究旨在探讨反馈类型对神经质学生内在动机及排球跳发球学习的影响。方法.将59名16-17岁的女大学生按其精神质和反馈类型分为4组。研究工具包括近地天体五个因素和内在动机量表。参与者的目标是排球跳发球。在获得阶段，参与者进行了96排球跳发球在四个街区的24个试验。保留测试在获取阶段后两周进行。在获得阶段之前和之后，参与者完成了内在动机清单。数据采用重复测量方差分析（ANOVA）和双因素方差分析进行分析。结果反馈类型对学习动机的获得（P = 0.33）、保持（P < 0.001）和内在动机（P < 0.001）有影响，积极规范反馈组的内在动机和学习效果优于消极规范反馈组。人格类型对习得和内在动机的影响显著，高神经质学生（81 ~ 105分）在习得阶段的得分较低，内在动机也较低。然而，人格类型对保持分数的影响并不显著。结论正规范反馈对初学者排球跳发球的学习效果优于负规范反馈。
Background. Several researchers have studied the effects of type of feedback on learning motor skills, but there are few studies on the interaction between personality traits and the type of feedback. Objectives. This study aimed at investigating the effect of type of feedback on intrinsic motivation and learning volleyball jump serve in students with neuroticism. Methods. A total of 59 female-16-17 year old students were classified into 4 groups based on their psycho inventoryical neurosis and type of feedback. Research tools included NEO five factors and intrinsic motivation inventories. The participants' goal was volleyball jump serving. In the acquisition phase, the participants performed 96 volleyball jump serves in four blocks of trials of 24. The retention test was conducted two weeks after the acquisition phase. Before and after the acquisition phase, participants completed the intrinsic motivation inventory. Data were analyzed using repeated measures analysis of variance (ANOVA) and two-way ANOVA. Results. The type of feedback had an effect on acquisition (P = 0.33), retention (P < 0.001), and intrinsic motivation (P < 0.001), and the positive normative feedback group had better intrinsic motivation and better learning than the negative normative feedback group. The effect of personality type on acquisition and intrinsic motivation was significant, and highly neurotic students (Score 81 to 105) had lower scores on acquisition phase and lower intrinsic motivation. However, the effect of personality type on retention scores was not significant. Conclusion. Positive normative feedback for learning of the volleyball jump serve is better than negative normative feedback for beginners.