A Multistage Multidependent Variable Assessment of Children's Self-Regulation of Academic Performance

Abstract

The utility of Kanfer and Karoly's self-regulation model was assessed in terms of children's academic performance. Since the model's components may be relevant only to motivational aspects of behavior, a self-instructional component was included. One hundred and thirty-eight children (M age = 10.4 years, M IQ = 102.83) were assigned randomly to one of five groups (Conrol, Control plus feedback, Self-monitoring, Self-determined performance standards and self-reinforcement, or Self-instruction) and their effects were assessed on measures of arithmetic and verbal performance. The significant MANOVA effect was attributable to both measures. Self-determined performance standards and self-reinforcement was significantly more effective than the other conditions for both arithmetic and verbal performance. This finding was consistent with previous research and theorizing. Finally, the child's causal attribution was shown to correlate with the frequency of self-verbalizations on the verbal task.