The effects of self-modeling on self-regulation in skill acquisition: The self-reflection phase

Abstract

Dowrick (1999) proposed the method of feedforward self-modeling in which a video is edited to show a higher level of performance than the learner's current ability. In this experiment, the feedforward self-modeling video showed a gymnast performing a combination of two floor skills which they were able to do separately but not yet in combination. Eight gymnasts (7 females, 1 male; M age = 9.9) participated in a pretest, nine intervention sessions and a post test. During the intervention sessions, the gymnasts received a feedforward self-modeling video for one skill combination and no intervention for a control skill combination. I investigated the possible influences of viewing the feedforward self-modeling video on the gymnasts' self-regulatory processes within the context of Zimmerman's (2000) model of self-regulation. There was a specific focus on the self-reflection phase. Thus, the use of self-evaluation criteria, the dimensions of causal attributions for both good and poor performances, self-satisfaction, and use of inferences were measured. Separate ANOVAs showed that feedforward self-modeling and control conditions did not differ for any of the dependent variables. A significant main effect was found for dimension for the Revised Causal Dimension Scale (McAuley, Duncan & Russell, 1992) for both good (F(3,21) = 14.249, p<.001, partial eta2 = .671) and poor performances (F(3,21) = 9.994, p<.001, partial eta2 = .588). Participants made attributions which were internal, unstable and controllable in both cases. Further research is encouraged with feedforward self-modeling interventions in order to determine their impact on self-regulated learning.