کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
927604 | 922263 | 2012 | 7 صفحه PDF | دانلود رایگان |
The effect of task difficulty on inter-task transfer is a classic issue in motor learning. We examined the relation between self-efficacy and transfer of learning after practicing different versions of a stick balancing task. Practicing the same task or an easier version led to significant pre- to post-test transfer of learning, whereas practicing a more difficult version did not. Self-efficacy increased modestly from pre- to post-test with easy practice, but decreased significantly with difficult practice. In addition, self-efficacy immediately prior to the post-test was significantly lower after difficult practice than easy or intermediate practice. Self-efficacy immediately prior to the post-test, performance at the end of practice, and pre-test performance explained 75% of the variance in post-test performance. The mediating role of self-efficacy on transfer of learning offers an alternative explanation for recent findings on the superiority of easy-to-difficult transfer and may help clarify inconsistencies in earlier research.
► One of a few studies to address how psychological factors mediate motor learning.
► Self-efficacy was highly correlated with motor skill learning/transfer.
► Difficult practice was associated with a reduction in self-efficacy.
► Offers an alternative explanation for the benefits of implicit learning.
► Provides an explanation for inconsistencies in prior work on transfer of learning.
Journal: Consciousness and Cognition - Volume 21, Issue 3, September 2012, Pages 1122–1128