Abstract
Operant conditioning and social learning theory explanations have been offered to explain Kanfer's self-regulation model, and the aim of this study was to place this model within a theoretical framework. A total of 108 schoolchildren (Mage =9.99 years)were assigned randomly to one of four groups in a 2 ×2 (Performance Standards ×Reinforcement)design, with the levels of the independent variables being self- and externally imposed contingencies. Persistence and accuracy of verbal and arithmetic tasks constituted the dependent variables. The results provide some support for social learning theory explanations: (a)Any significant self- versus external reinforcement differences were dependent on prior attributions of the perceived locus of behavior change; (b)stringent standards were more important than lenient standards; (c)differences between self-determined and yoked stringent standards were a function of task characteristics; and (d)the effects of self-regulation were task-specific.
Published Version
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