抄録
Self-regulated learning entails active participation in the development of academic and sports expertise. Nonetheless, clarifying its significance is essential. This study attempted to clarify the feasibility of self-regulated learning by examining the independent and interactive influences of both individual and environmental factors: specifically, sports ability beliefs and coaching style perceptions. We subjected 303 university student athletes to multiple regression analysis using the self-regulation of learning in sports scale score as the dependent variable, sport ability beliefs (incremental or entity) and coaching style perceptions (athlete-led or coach-led) as explanatory variables, and skill level (Japan national level or lower), sport type (team or individual), and sex (male or female) as control variables. The results revealed significant main effects on planning and effort, indicating that promoting self-regulated learning benefits from encouraging athletes to adopt incremental beliefs and an athlete-led coaching style. Additionally, significant second-order interactions for evaluation/reflection emerged, demonstrating a positive effect of incremental beliefs on evaluation/reflection among men, irrespective of coaching style perceptions, and a negative effect among women, who perceived a coach-led practice environment. These findings suggest that strategies to promote self-regulated learning should be tailored to account for specific treatment interactions.
