A Test of Self-Regulation Training in a Collegiate Academic Setting
type: CreativeWork
description: 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: 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.
author: O'Dell, Elizabeth
keywords: Psychology
date published: 2003-05-01T07:00:00Z
date modified: 2026-07-24T03:16:00Z
provider: Missouri State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Missouri State University