運動技能学習に及ぼす達成動機づけの効果 : 回転追跡技能について

Abstract

This study was attempted to test the following hypotheses. Those who have high need for achievement (High n Ach group) would show a greater learning effect on motor skill tasks than those who have low need for achievement (Low n Ach group). In the process of motor skill learning, the High n Ach group would have higher task motivation, more strategies, and clearer imagery than the Low n Ach group. The High (n=15) and Low (n=15) n Ach groups were screened from a total sample of 162 male undergraduate students on the basis of their responses to the Mehrabian Measure of Achieving Tendency. A rotary pursuit tracking was employed as a motor learning task. For the training session, the subjects were given 50 30-sec. trials with 15~sec. intertrial rests. Following 5 min. rest, 5 trials were treated as the test session with the same procedure of the training session. The task motivation questionnaire, the checklist of strategy and the vividness test of imagery for this task were administered in the process of motor skill learning. In comparison with the Low n Ach group, the High n Ach group showed significantly higher scores on the time on target, the task motivation questionnaire and the vividness test of kinesthetic imagery. These results supported the hypotheses in this study. Therefore, it was concluded that the High n Ach group had a greater learning effect on the motor skill task than the Low n Ach group, and the superiority for the High n Ach group could have resulted from the strong task motivation at this task. However, there were no distinct differences between the two groups concerning the number of strategies. Further investigations into this problem must be conducted in consideration of behavioral and cognitive aspects of the learning strategy.