Title:
Feedback-Seeking Behavior in Synchronous Remote Learning of Juggling: Effects of Individual Motivational Traits and Self-Efficacy
Feedback-Seeking Behavior in Synchronous Remote Learning of Juggling: Effects of Individual Motivational Traits and Self-Efficacy
Author(s)
Qi, Ziyu
Advisor(s)
Ackerman, Phillip L.
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Abstract
Existing literature examining remote learning has not sufficiently addressed the remote acquisition of procedural skills. Furthermore, the differences in teacher-learner interaction between remote and in-person environments have not been considered in a procedural skill learning context. In the current study, I examined the differences in feedback-seeking behavior between remote and in-person learning environments. I also examined whether predictors of feedback-seeking behavior, namely goal orientation and self-efficacy, continue to predict feedback-seeking in a remote setting. In the current study, undergraduate student participants’ goal orientation, self-efficacy in 3-ball cascade juggling, and self-concept in motor abilities were measured. Participants’ feedback-seeking behaviors were subsequently measured while learning a 3-ball cascade juggling task in either remote or in-person conditions.
The study’s results showed that feedback-seeking behavior did not differ significantly between remote and in-person environments except for feedback-seeking via self-monitoring. No significant relationship was found between goal orientation, self-efficacy, and verbal feedback-seeking frequency, potentially due to insufficient power. Exploratory qualitative comparisons examining active feedback-seekers suggested that there were potential qualitative differences in the contents of feedback-seeking. Findings in existing literature considering remote classroom learning were largely not replicated, suggesting that patterns of feedback-seeking behaviors in complex classroom environments may not be applicable to lab learning. Similarly, the motivational model of feedback-seeking may not be suitable. Still, exploratory analyses provided preliminary evidence that a remote learning environment did impact feedback-seeking and general learning behaviors in procedural acquisition processes.
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Date Issued
2024-03-13
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Thesis