Developmental phases in self-regulation: Shifting from process goals to outcome goals

The effects of goal setting and self-monitoring during self-regulated practice on the acquisition of a complex motoric skill were studied with 90 high school girls. It was hypothesized that girls who shifted goals developmentally from process to outcome goals would surpass classmates who adhered to only process goals who, in turn, would exceed classmates who used only outcome goals in posttest dart-throwing skill, self-reactions, self-efficacy perceptions, and intrinsic interest in the game. Support for all hypotheses derived from the developmental model was found. The girls' self-reactions to dart-throwing outcomes and self-efficacy perceptions about dad skill were highly correlated with their intrinsic interest in the game. It was also found that self-recording, a formal form of self-monitoring, enhanced dart-throwing skill, self-efficacy, and self-reaction beliefs.