CoChat
Sign Up
Cited by 605Sport Psychology and PerformanceMotivation and Self-Concept in SportsEducation, Achievement, and Giftedness

The DOI matches its Crossref record; 20 of the 21 references it cites were found in a registry or an index.

Developmental phases in self-regulation: Shifting from process goals to outcome goals.

Zimmerman, Barry J., Kitsantas, Anastasia·1997·Journal of Educational Psychology
DOI 10.1037/0022-0663.89.1.29
Open this paper in CoChat — free account

Abstract

The effects of goal setting and self-monitoring during self-regulated practice on the acquisition of a complex motoric skill were studied with 90 high school girls. It was hypothesized that girls who shifted goals developmentally from process to outcome goals would surpass classmates who adhered to only process goals who, in turn, would exceed classmates who used only outcome goals in posttest dart-throwing skill, self-reactions, self-efficacy perceptions, and intrinsic interest in the game. Support for alt hypotheses derived from the developmental model was found. The girls' self-reactions to dart-throwing outcomes and self-efficacy perceptions about dart skill were highly correlated with their intrinsic interest in the game. It was also found that self-recording, a formal form of self-monitori ng, enhanced dart-throwing skill, self-efficacy, and self-reaction beliefs. Mastery of complex skills, such as reading, writing, dance, music, or athletics, is a time-consuming process requiring intensive teaching and countless hours of personal practice (Ericsson & Charness, 1994). A number of theorists have attempted to identify distinctive phases or steps in the attainment of a self-regulatory level of competence in skills such as these. For example, Fitts (1964) distinguished three phases in the acquisition of motoric skills from the beginner level to mastery. These included a cognitive phase in which knowledge of a skill is acquired first, then an associative phase wherein knowledge is transformed into action sequences, and finally an autonomous phase in which actions become spontaneous or self-regulatory. Robb (1972), M. D. Adams (1971), and J. A. Adams (1980) suggested that distinct learning processes may underlie these phase changes in learning, such as forming plans, motoric practicing, and automatic motoric execution. These accounts drew attention to qualitative changes in learning processes that ultimately became self-regulatory, but they provided relatively little detail about the formative role of teaching and social experiences in the development of these processes. This is an important issue. Complex cognitive-motor skills are difficult to learn on one's own because they are both subtle and covert and because evidence of their effectiveness is often hard to interpret or is delayed in time. To overcome these personal limitations, cultural and familial groups have resorted to social means, such as modeling, verbal descriptions, and written instructions to convey important skills to the next generation. Not only is social

Overview

Integrity signals

Registry

Crossref · 10.1037/0022-0663.89.1.29

Cites

20 of 20 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Show all 21 references

Cited by

Sorted by citations

Items 501–600 of 605

Related

See all

Metadata

Authors
Zimmerman, B. J., & Kitsantas, A.
Affiliations
City University of New York (US)
ORCID
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
1997-03
Volume
89
Issue
1
Pages
29-36
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.89.1.29
OpenAlex
W1997715439
Semantic Scholar
443dee66e1754c928fcabbd858a6db658e5dc3cf
Cited by
604
References
21
Citations by year
2026: 22 · 2025: 24 · 2024: 15 · 2023: 7 · 2022: 32 · 2021: 22 · 2020: 23 · 2019: 32 · 2018: 23 · 2017: 38 · 2016: 32 · 2015: 23 · 2014: 19 · 2013: 37 · 2012: 30
FWCI
19.60
Type
journal article
Language
en
Open access
closed
Locations
Journal of Educational Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
self-regulation, process goals, outcome goals, goal setting, self-monitoring, self-recording, motor skill learning, dart throwing, self-efficacy, intrinsic interest, developmental stages, high school girls, complex motor skills

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review