技能类型和竞技水平对运动员观察学习功能的影响

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2015-06-01 DOI:10.1016/j.pse.2015.02.003

Mohammad Saber Sotoodeh , Hemayattalab Rasool , Elahe Arabameri , Rasool Zeidabadi

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引用次数: 3

摘要

本研究旨在探讨运动员的技能类型(开放和封闭)和竞技水平(优秀和非优秀)对观察学习功能的影响。为实现本研究的目的，247名跆拳道运动员自愿填写观察学习功能问卷(FOLQ)。2(技能水平)× 2(技能类型)方差分析结果显示，封闭技能运动员比开放技能运动员更显著地使用技能和策略功能，而开放技能运动员更多地使用性能功能。此外，优秀运动员比非优秀运动员更多地使用观察学习的所有三个功能。此外，技能类型和竞争水平对观察学习功能的交互作用显著(p <. 05)。研究还表明，技能类型对观察学习功能的影响强于竞争水平的影响。

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The effect of skill types and competition level on the functions of observational learning in athletes

The aim of the present study was to investigate the effects of skill types (open and closed) and competition level (elite and non-elite) on the functions of observational learning in athletes. To fulfill the objectives of the study, 247 Taekwondo athletes volunteered to answer the Functions of Observational Learning Questionnaire (FOLQ). Results of 2 (skill level) × 2 (skill types) MANOVA showed that the athletes in closed skills use the skill and strategy functions more significantly than the athletes in the open skills, whereas the open skill athletes use the performance function more. Moreover, the elite athletes use all the three functions of the observational learning more than non-elite athletes. In addition, the interactive effect of skill types and competition level on the functions of observational learning was significant (p < .05). The study also showed that the effect of skill types on the functions of observational learning is stronger than the effect of the competition level.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.