Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 1,009

The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.

Goal Setting and Self-Efficacy During Self-Regulated Learning

Open access
Schunk, Dale H.·1990·Educational Psychologist
DOI 10.1207/s15326985ep2501_6
Open this paper in CoChat — free account

Abstract

This article focuses on the self-regulated learning processes of goal setting and perceived self-efficacy. Students enter learning activities with goals and self-efficacy for goal attainment. As learners work on tasks, they observe their own performances and evaluate their own goal progress. Self-efficacy and goal setting are affected by self-observation, self-judgment, and self-reaction. When students perceive satisfactory goal progress, they feel capable of improving their skills; goal attainment, coupled with high self-efficacy, leads students to set new challenging goals. Research is reviewed on goal properties (specificity, proximity, difficulty), self-set goals, progress feedback, contracts and conferences, and conceptions of ability. Ways of teaching students to set realistic goals and evaluate progress include establishing upper and lower goal limits and employing games, contracts, and conferences. Future research might clarify the relation of goal setting and self-efficacy to transfer, goal orientations, and affective reactions.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1207/s15326985ep2501_6

Cites

7 of 7 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 7 references

Cited by

Metadata

Authors
Schunk, D. H.
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
1990-01-01
Volume
25
Issue
1
Pages
71-86
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1207/s15326985ep2501_6
OpenAlex
W1963527934
Cited by
1,009
References
7
FWCI
7.11
Type
journal article
Language
en
Open access
green

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

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.