2025 年 28 巻 p. 41-62
This study aims to examine the effect of action socialization experience (ASE) on the promotion of the use of self-regulated learning strategies. The subjects are 123 university students who enrolled in physical education classes that introduced ASE and ball games. The study employs a quantitative study using a questionnaire and a qualitative study by analyzing the contents of reports. It administered the questionnaire, which assesses self-regulated learning and motivational regulation strategies for physical education classes, twice (before and after the class). Qualitative data were collected from 69 students who attended the class that introduced ASE. The results were as follows:
1. The score for imagery strategy significantly improved after class only in the ASE group. The scores of the ASE group in cooperation strategy and self-evaluation were significantly higher after class than those of the ball games group.
2. Content analysis demonstrated that 111 recorded units were extracted from 88.4% of the students as statements about learning in class that were consistent with the questionnaire items. Focusing on the four strategies that obtained the highest numbers of recorded units (i.e., imaging, cooperation, intrinsic regulation, adaptive decision, and self-evaluation strategies), the study demonstrated the process leading to learning.
The study proposes that ASE provided opportunities for the use of various self-regulated learning strategies and that the constructivist educational structure observed in ASE enhanced learning effectiveness and promoted the use of learning strategies.
