Good- vs. poor-trial feedback in motor learning: The role of self-efficacy and intrinsic motivation across levels of task difficulty

Zara-Angela Abbas, Jamie North

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Abstract

In this study we examined the effects of feedback (knowledge of results; KR) after good and poor performances on self-efficacy and intrinsic motivation when learning easy and more difficult motor tasks. Participants were assigned to a KR-good, KR-poor, or KR-neutral (control) condition where they putted a
golf ball to a target hole at distances of 2m (easy) and 5m (more difficult). All participants received KR on three trials in each six-trial block. Measures of self-efficacy and intrinsic motivation were taken after each test phase; and learning was inferred from 24-h and one-week retention tests. The KR-good group
showed the highest levels of self-efficacy and intrinsic motivation, relative to the other two feedback groups, and more accurate putting performance. These effects persisted after one week and were more pronounced for the more difficult task. There is evidence for the motivational effects of feedback on
motor learning, which has implications for theory and practice.

© 2017, Elsevier. The attached document (embargoed until 21/10/2019) is an author produced version of a paper published in Learning and Instruction, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
Original languageEnglish
Pages (from-to)105-112
JournalLearning and Instruction
Volume55
Early online date21 Oct 2017
DOIs
Publication statusPublished - 2018

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