SELF-REGULATED LEARNING OF A MOTORIC SKILL - THE ROLE OF GOAL-SETTINGAND SELF-MONITORING

The effects of goal setting and self-monitoring during self-regulated practice on the acquisition of a novel motoric skill were studied with 50 high school girls. It was hypothesized that process goals would im prove not only the development of dart throwing skill more than produc t goals but also self-efficacy perceptions, self-reactions and intrins ic interest. It was also expected that self-recording, a formal form o f self-monitoring, would similarly enhance dart throwing skill, self-e fficacy and self-reactive beliefs. Support for both hypotheses was fou nd. Path analyses revealed that goal setting had a larger impact than self-recording on dart throwing skill, however, self-recording influen ced self-efficacy beliefs and positive self-reactions as well as skill acquisition. The girls' self-reactions to dart throwing outcomes were highly correlated with their intrinsic interest in the task. The resu lts are discussed in terms of a social cognitive view of self-regulato ry processes in the acquisition and optimal performance of an athletic skill.