目標難度與自我監控對桌球初學者學習表現的影響

Effect of Goal Difficulty and Self-Monitoring on Learning Performance for Table Tennis Novices

10.5297/ser.1303.006

陳偉瑀(Wei-Yu Chen)

自我調整學習 ； 目標設定 ； 自我記錄 ； self-regulated learning ； goal setting ； self-recording

大專體育學刊

13卷3期（2011 / 09 / 01）

267 - 276

繁體中文;英文

本研究目的主要是在探討目標難度與自我監控對桌球初學者學習表現的影響，以德明財經科技大學105名初學桌球大學生為研究對象，並以桌球正手發球和正手擊球二種技能探討其學習表現。本研究使用的研究工具有自我監控記錄表，所得資料以混合設計三因子變異數分析及混合設計二因子變異數進行統計考驗。研究結果發現：一、在三因子方面：目標難度、自我監控和學習階段三者在正手發球／擊球學習表現上沒有交互作用的存在。二、在二因子方面，「目標難度」和「學習階段」、「自我監控」和「學習階段」在發球／擊球均有交互作用存在：（一）在發球／擊球上，後測比中測有較佳的學習表現，而中測又比前測有較佳的學習表現。（二）在中測階段，困難目標組和中等目標組比容易目標組有較佳的正手擊球學習表現；在後測階段，困難目標組比中等目標組、容易目標組有較佳的正手擊球學習表現。三、自我監控在桌球技能項目無顯著交互作用存在。但在技能項目上，桌球初學者的正手擊球比正手發球有較佳的學習表現。因此，研究者提出結論：雖說過去研究證實自我監控可有效提高學習表現，但在本研究中，正面或反面的自我記錄則沒有明顯的差異存在。最後也針對自我監控提出實務應用及後續研究之相關建議。

The purpose of this study was to explore the effect of goal difficulty and self-monitoring on learning performance for table tennis novices. Total one hundred and five table tennis novices form Takming University of Science and Technology were participated as subjects. All the subjects were tested by self-monitoring questionnaire. The collected data were analyzed by 3 × 2 × 3 ANOVA (mixed design) and 2 × 2 ANOVA (mixed design). The findings were as follows: (1) In the three-way factors, no interactive effect of goal difficulty, self-monitoring and learning stages on forehand service and forehand stroke performance were noticed. (2) In the two-way factors, interactive effect of goal difficulty and learning stages, self-monitoring and learning stages on forehand service and forehand stroke were found. (a) In the forehand service and forehand stroke aspects, the post-test had better learning performance than those of the moderate-test, and the moderate-test had better learning performance than those of the pre-test. (b) In the moderate-test aspects, the difficult goal group and the moderate goal group had better learning performance of the forehand stroke than those of the easy goal group, and at the post-test aspects, the difficult goal group had better learning performance of the forehand stroke than those of the moderate goal group and the easy goal group. (3) We also found no interactive effect of self-monitoring and basic skill item on learning performance of the table tennis, but at the basic skill item, the table tennis novices had better learning performance in forehand stroke than in forehand service. In the past, the self-monitoring can improve learning performance on the studies. But no different between both positive or negative self-recorded in this study. Based on the self-monitoring to some application and future research suggestions were offered.

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