Abstract
The purpose of this study was to examine the role of graphing of self-recorded outcomes and self-evaluative standards on the acquisition of a motoric skill with 70 college students. It was postulated that students who were provided with graduated self-evaluative standards would surpass those who were provided with absolute standards or no standards (control) in both motoric skill and in motivational beliefs (i.e., self-efficacy, attributions, and self-satisfaction). Regarding graphing of self-recorded outcomes, it was hypothesized that students who graphed their results visually would show higher dart skill and stronger motivational beliefs than participants who did not graph their results. Support was found for these hypotheses. The implications of findings of this study were discussed for instructors in terms of how the effects of self-directed practice can be enhanced.
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Kitsantas, A., Zimmerman, B.J. Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards. Metacognition Learning 1, 201–212 (2006). https://doi.org/10.1007/s11409-006-9000-7
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DOI: https://doi.org/10.1007/s11409-006-9000-7