{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1918"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1918","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Test of Self-Regulation Training in a Collegiate Academic Setting","abstract":"The purpose of the research was to examine the impact of educating students about principles of quality goal setting on the quality of their goal setting for an upcoming semester. To test this hypothesis, a training program was designed and conducted. Central to training content were principles of goal theory, achievement, and self-regulation theories. One hundred seventy-one college students participated in the study and were assigned to control or training conditions. The effect of training on self-regulation was examined. Specifically, training was hypothesized to positively impact goal difficulty, goal specificity, self-efficacy, goal commitment, and academic strategies. Except for weak effects on the specificity of strategies, training did not affect self-regulation factors.","abstract_html":"The purpose of the research was to examine the impact of educating students about principles of quality goal setting on the quality of their goal setting for an upcoming semester. To test this hypothesis, a training program was designed and conducted. Central to training content were principles of goal theory, achievement, and self-regulation theories. One hundred seventy-one college students participated in the study and were assigned to control or training conditions. The effect of training on self-regulation was examined. Specifically, training was hypothesized to positively impact goal difficulty, goal specificity, self-efficacy, goal commitment, and academic strategies. Except for weak effects on the specificity of strategies, training did not affect self-regulation factors.","abstract_has_math":false,"creators":["O'Dell, Elizabeth"],"institution":null,"degree_name":"Master of Science in Psychology","degree_level":"Masters","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Thomas Kane"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-01T07:00:00Z","date_published":"2003-05-01T07:00:00Z","updated_at":"2026-07-24T03:16:00Z","subjects":["Psychology"],"languages":[],"rights":["© Elizabeth O'Dell"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/917","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Thomas Kane"]},{"key":"dc:creator","label":"Author","values":["O'Dell, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Elizabeth O'Dell"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/917"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the research was to examine the impact of educating students about principles of quality goal setting on the quality of their goal setting for an upcoming semester. To test this hypothesis, a training program was designed and conducted. Central to training content were principles of goal theory, achievement, and self-regulation theories. One hundred seventy-one college students participated in the study and were assigned to control or training conditions. The effect of training on self-regulation was examined. Specifically, training was hypothesized to positively impact goal difficulty, goal specificity, self-efficacy, goal commitment, and academic strategies. Except for weak effects on the specificity of strategies, training did not affect self-regulation factors."]},{"key":"dc:title","label":"Title","values":["A Test of Self-Regulation Training in a Collegiate Academic Setting"]}]}],"canonical_facts":{"dc:contributor":["Thomas Kane"],"dc:creator":["O'Dell, Elizabeth"],"dc:description.abstract":["The purpose of the research was to examine the impact of educating students about principles of quality goal setting on the quality of their goal setting for an upcoming semester. To test this hypothesis, a training program was designed and conducted. Central to training content were principles of goal theory, achievement, and self-regulation theories. One hundred seventy-one college students participated in the study and were assigned to control or training conditions. The effect of training on self-regulation was examined. Specifically, training was hypothesized to positively impact goal difficulty, goal specificity, self-efficacy, goal commitment, and academic strategies. Except for weak effects on the specificity of strategies, training did not affect self-regulation factors."],"dc:identifier":["https://bearworks.missouristate.edu/theses/917"],"dc:rights":["© Elizabeth O'Dell"],"dc:subject":["Psychology"],"dc:title":["A Test of Self-Regulation Training in a Collegiate Academic Setting"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Psychology"]},"updated_at":"2026-07-24T03:16:00Z"}