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Association between the Effects of Positive Social-Comparative Feedback and Learners' Competitiveness
Kazunori Akizuki1, Ryohei Yamamoto2, Jun Yabuki3
1Department of Physical Therapy, Kobe International University, Hyogo, Japan.
Journal of Motor Behavior
|December 23, 2021
Summary
Positive social-comparative feedback improved motor learning and perceived competence. However, its effectiveness varied, being less beneficial for individuals with lower competitiveness.
Area of Science:
- Motor Learning
- Sport Psychology
- Educational Psychology
Background:
- Social comparison theory suggests feedback influences motivation and performance.
- Understanding the role of competitiveness in feedback response is crucial for optimizing learning environments.
Purpose of the Study:
- To investigate the impact of positive social-comparative feedback on motor skill acquisition.
- To explore the relationship between feedback, intrinsic motivation, and individual competitiveness.
Main Methods:
- Participants performed a balance task under two conditions: positive social-comparative feedback and a control group.
- Measures included performance outcomes, perceived competence, and competitiveness levels.
- Statistical analyses examined group differences and predictive relationships.
Main Results:
- The positive social-comparative feedback group showed enhanced balance performance in the retention test.
- Participants receiving this feedback reported significantly higher perceived competence post-practice.
- Instrumental competitiveness predicted retention test performance in the feedback group, but not the control group.
Conclusions:
- Positive social-comparative feedback can enhance motor learning and perceived competence.
- Individual differences in competitiveness moderate the effectiveness of such feedback.
- Learners with lower competitiveness may not benefit, or could even be disadvantaged, by positive social-comparative feedback.
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