Mastering proximal goals: The interplay between self-evaluation of past goal experiences, goal self-efficacy, and timely goal attainment in self-regulated learning
| dc.contributor.author | Liu, Weiyi | |
| dc.contributor.supervisor | Hadwin, Allyson | |
| dc.date.accessioned | 2025-05-05T22:07:20Z | |
| dc.date.available | 2025-05-05T22:07:20Z | |
| dc.date.issued | 2025 | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.degree.level | Master of Arts MA | |
| dc.description.abstract | This study investigates the role of proximal goal self-efficacy as a mediator between self-evaluation processes early in the semester and timely goal attainment late in the semester within the framework of self-regulated learning and social cognitive theory. Using a path analysis design, the study examines how self-evaluation of past goal experiences (self-evaluation of goal attainment, accuracy of goal difficulty evaluation, and accuracy of time estimation evaluation early in a semester) predict current timely goal attainment (late in the semester), both directly and indirectly through goal self-efficacy. Data were collected from first-year undergraduate students enrolled in a learn-to-learn course. Results revealed that prior goal attainment predicted goal self-efficacy late in the semester, which in turn significantly influenced timely goal attainment late in the semester. Additionally, the accuracy of goal time estimation early in the semester directly predicted timely goal attainment late in the semester. However, none of the hypothesized mediation paths through goal self-efficacy were significant, suggesting that goal self-efficacy is not the sole mechanism through which goal evaluative accuracy impacts future goal attainment. Instead, other pathways— such as direct feedback effects on timely goal attainment late in the semester, task-specific strategies, goal challenges, or variations in goal types—may play a more significant role in influencing outcomes. This research addresses critical gaps in SRL literature by focusing on subjective evaluations and timely goal attainment in self-directed learning context, offering insights for educators to design interventions that enhance students’ goal-setting and self-regulation skills. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22138 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | Goal setting | |
| dc.subject | Goal attainment | |
| dc.subject | Self-regulated learning | |
| dc.subject | Social cognitive theory | |
| dc.subject | Self-efficacy | |
| dc.subject | Self-evaluations | |
| dc.title | Mastering proximal goals: The interplay between self-evaluation of past goal experiences, goal self-efficacy, and timely goal attainment in self-regulated learning | |
| dc.type | Thesis |