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The effects of goal setting and self-monitoring during self-regulated practice on the acquisition of a complex motoric skill were studied with 90 high school girls. It was hypothesized that girls who shifted goals developmentally from process to outcome goals would surpass classmates who adhered to only process goals who, in turn, would exceed classmates who used only outcome goals in posttest dart-throwing skill, self-reactions, self-efficacy perceptions, and intrinsic interest in the game. Support for alt hypotheses derived from the developmental model was found. The girls' self-reactions to dart-throwing outcomes and self-efficacy perceptions about dart skill were highly correlated with their intrinsic interest in the game. It was also found that self-recording, a formal form of self-monitoring, enhanced dart-throwing skill, self-efficacy, and self-reaction beliefs.

The present study investigated the role of students' homework practices in their self-eYcacy beliefs regarding their use of speciWc learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families residing in a major metropolitan area of the United States were studied in a parochial school that emphasized homework in the curriculum with more than 3 h of work assigned daily. Path analyses showed signiWcant paths (a) from homework experiences to the girls' self-eYcacy for learning beliefs and their perception of student responsibility for academic outcomes, and (b) from these two academic beliefs to the girls' academic grade point average at the end of the school term. The implications of these Wndings for future research and school policy will be discussed.

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In order to be successful in problem-or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the learning environment and teaching practices in PBL must be designed with intention to support students' self-regulated learning (SRL). This paper describes specific learning environment features and teaching practices that have been shown to foster student responsibility for learning in each phase of PBL, with the purpose of providing educators with guidance for developing SRL in PBL, and ultimately, student motivation and ability to learn. To accomplish this, a theoretical model of the relationship between PBL and SRL is presented, along with research-driven guidelines on how to promote student responsibility for learning in PBL.