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

Abstract

In the studies reported in this article we examined the influence of learning goals and self-evaluation on college students' achievement outcomes during computer skill learning. Our conceptual focus was social cognitive theory, which postulates a critical role for self-regulation (Bandura, 1991a, 1991b; Zimmerman, 1998). Self-regulation refers to self-generated thoughts, feelings, and actions that are planned and cyclically adapted to attain personal goals (Zimmerman, 1989).