大学生を対象とした体育授業における自己調整学習方略と体育自己効力感を促すための介入プログラムの効果

抄録

 This study examined the influence of an intervention program designed to enhance self-regulated learning strategies and self-efficacy in a physical education class attended by university students. The study participants were divided into an intervention group (36 students: males 33, females 3) and a control group (25 students: males 22, females 3). For the intervention group, we introduced an intervention program using self-regulated learning notebooks that focused on self-regulated learning strategies and self-efficacy. Our analysis revealed the following: 1) Both the intervention and control groups showed a significant increase in the image and help-seeking to teachers of self-regulated learning strategies, and better adjustment to the physical education class, 2) the intervention group showed a significant increase in goal setting, self-talk, self-monitoring, effort, evaluation and reflection of self-regulated learning strategies, and self-efficacy, 3) no difference was found between the intervention and control groups in the level of satisfaction and pleasure obtained from the physical education class. These results suggest that this intervention program can contribute to enhancement of self-regulated learning strategies, self-efficacy, and adjustment to physical education classes. The limitations of the intervention program and future strategies to enhance its utility are also discussed.