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ERIC Number: ED411233
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
Self-Monitoring and Attribution Influences on Self-Regulated Learning of Motoric Skill.
Kitsantas, Anastasia
This study examined the influence of female students' (N=90) self-monitoring and attribution on achievement when throwing darts. It was hypothesized: (1) that students who set strategic process goals and used self-evaluative recording would attribute outcomes to strategic causes; and (2) that students who set outcome goals and did not use self-evaluative recording would attribute outcomes to nonstrategic sources. Experimental conditions were based on types of self-regulatory treatments: strategy (analytic or imaginal), goal (process or outcome), and self-evaluation (present or absent). Students watched demonstrations of the skills individually then had 20 minutes of dart throwing practice. After practice, all students completed evaluations of their attributions (why they thought they missed the bull's eye) and posttests of dart throwing proficiency, self- efficacy, self-reaction, and intrinsic interest. Results supported both hypotheses. Since self-regulated strategy process goals and self-evaluation influence the types of attributions students make, it is suggested that teachers help them set strategic process instead of outcome goals, keep performance records, and evaluate their progress. (Contains 12 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A