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

Date of Graduation

Spring 2003

Degree

Master of Science in Psychology

Department

Psychology

Committee Chair

Thomas Kane

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.

Subject Categories

Psychology

Copyright

© Elizabeth O'Dell

Citation-only

Dissertation/Thesis

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