The Effect of Student Planning and Self-Competence on Self-Motivated Performance

Abstract

AbstractThis study evaluated the self-regulated performance of 130 collegiate teacher education majors assigned to either the condition of being given forms to plan their performance on a specific task or to the condition of being given no planning forms. The task enabled students to earn various exam grade point bonuses for writing test items related to weekly reading assignments in a required educational psychology course. Students were divided into high and medium + low perceived self-competence groups based on their self-rated capability for writing test items before the task began. Planning form users earned significantly more grade bonuses than did students not given the form, but this finding was true only for students of medium + low perceived self-competence. Planning appeared to provide those unsure of their own capability with the strategy necessary to perform well on the task.