Proximal goals produced higher motivation, skill, self-efficacy, and intrinsic interest than distant or general goals¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Bandura and Schunk (1981) found proximal goals led to the highest motivation, posttest skill, self-efficacy, and intrinsic interest, while distant goals gave no benefit over a general goal. → Schunk 1995

Evidence¶

Schunk 1995¶

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. http://www.taylorandfrancis.com/

q3 · i? · review · r2

Subtraction instruction with practice over seven sessions in which children pursued proximal (one packet per session), distant, or general goals. The review reports the distant goal "resulted in no benefits compared with the general goal."

"Proximal goals led to the highest motivation during the sessions, as well as the highest posttest skill, self-efficacy, and intrinsic interest (based on the number of problems solved during a free-choice period)."

Discussion¶

Related Claims¶

• Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — possibly the same claim (merge candidate)
• Preparation method produced no substantial motivational differences in interest or self-efficacy in this replication — related
• Attributional feedback raises self-efficacy and performance, with ability versus effort feedback credibility depending on learners' capabilities and timing — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects — related