Pregled bibliografske jedinice broj: 886662
Self-Regulatory Skill Among Children with and without Developmental Coordination Disorder: An Exploratory Study
Self-Regulatory Skill Among Children with and without Developmental Coordination Disorder: An Exploratory Study // Physical & Occupational Therapy In Pediatrics, 36 (2016), 4; 401-421 doi:10.3109/01942638.2015.1135844 (međunarodna recenzija, članak, znanstveni)
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Naslov
Self-Regulatory Skill Among Children with and without Developmental Coordination Disorder: An Exploratory Study
Autori
Sangster Jokić, Claire Alexandra ; Whitebread, David
Izvornik
Physical & Occupational Therapy In Pediatrics (0194-2638) 36
(2016), 4;
401-421
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
Metacognition, motor learning, developmental coordination disorder, self-regulation
Sažetak
Aim: Children with developmental coordination disorder (DCD) experience difficulty learning and performing everyday motor tasks due to poor motor coordination. Recent research applying a cognitive learning paradigm has argued that children with DCD have less effective cognitive and metacognitive skills with which to effectively acquire motor skills. However, there is currently limited research examining individual differences in children's use of self-regulatory and metacognitive skill during motor learning. This exploratory study aimed to compare the self-regulatory performance of children with and without DCD. Methods: Using a mixed methods approach, this study observed and compared the self-regulatory behavior of 15 children with and without DCD, aged between 7 and 9 years, during socially mediated motor practice. Observation was conducted using a quantitative coding scheme and qualitative analysis of video-recorded sessions. This paper will focus on the results of quantitative analysis, while data arising from the qualitative analysis will be used to support quantitative findings. Results: In general, findings indicate that children with DCD exhibit less independent and more ineffective self-regulatory skill during motor learning than their typically developing peers. In addition, children with DCD rely more heavily on external support for effective regulation and are more likely to exhibit negative patterns of motivational regulation. Conclusions: These findings provide further support for the notion that children with DCD experience difficulty effectively self-regulating motor learning. Implications for practice and directions for future research are discussed.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija
POVEZANOST RADA
Ustanove:
Zdravstveno veleučilište, Zagreb
Profili:
Claire Alexandra Sangster Jokic
(autor)
Citiraj ovu publikaciju:
Časopis indeksira:
- Current Contents Connect (CCC)
- Web of Science Core Collection (WoSCC)
- Science Citation Index Expanded (SCI-EXP)
- Social Science Citation Index (SSCI)
- SCI-EXP, SSCI i/ili A&HCI
- Scopus
- MEDLINE
Uključenost u ostale bibliografske baze podataka::
- Education Research Abstracts Online
- EMBASE (Excerpta Medica)
- ERIC: Educational Resources Information
- Family Index
- MEDLINE
- PsychINFO
- Social Work Abstracts
- AMED
- British Library Inside
- Child Development Abstracts
- CINAHL
- Contents Pages in Education
- EBSCO
- Education Research Abstracts
- EMCARE
- Google Scholar
- HINARI
- Index Copernicus
- Intute
- JournalSeek
- MANTIS
- OCLC
- OTDBASE
- PEDro
- ProQuest
- PSYCLINE
