A Test of Self-Regulation Training in a Collegiate Academic Setting
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.
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