Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences

Two studies examined how goals and self-evaluation affect self-efficacy, achievement, and self-reported competence and use of self-regulatory strategies. Undergraduates (most of whom were women) worked on computer projects over 3 sessions. Students received a process goal of learning computer applications or a product goal of performing them. In Experiment 1, half of the students in each goal condition evaluated their progress in learning the applications after the second session. The process goal led to the higher self-efficacy, self-judged learning progress, and self-regulatory competence and strategy use; the opportunity for self-evaluation promoted self-efficacy. In Experiment 2, self-evaluation students assessed their progress after each session. Frequent self-evaluation produced comparable results when coupled with a process or product goal. Research suggestions and implications for teaching are discussed.