Effects of self-controlled learning on self-efficacy and intrinsic motivation

Abstract

Motor learning is enhanced by providing learners with control over aspects of their practice conditions (Janelle et al., 1997). However, the underlying mechanisms responsible for these learning effects remain unclear. The purpose of this research was to examine whether self-efficacy and intrinsic motivation help to explain the benefits of self-controlled learning. Participants were given the control to schedule their self-observation video feedback while learning double-mini trampoline progressions. Participants were assigned to a self-control group (n = 15) or yoked group (n = 15). Data collection consisted of two days of acquisition followed by a retention phase 24 hours later. A self-efficacy scale was administered at each acquisition and retention day. Four subscales from the Intrinsic Motivation Inventory (IMI) were measured at the conclusion of each day. Self-efficacy scores for the self-control and yoked group did not significantly differ. When combining the four subscales of the IMI, results revealed a main effect for group, F(1, 28) = 11.41, p = .002, ?2 = .903, with the self-control group feeling more intrinsically motivated to perform the progressions compared to the yoked group. Significant differences were in fact found between the self-control and yoked group for each of the four subscales. Findings suggest that a self-controlled learning environment fosters greater intrinsic motivation. Discussion will focus on the practical implications of these findings.