When self-regulation fails: Tests of some preliminary hypotheses.

In a laboratory study designed to investigate variables that affect self-regulatory dysfunctioning, 96 college students volunteered to practice solving mathematics problems similar to those found on graduate school admissions tests. They were assigned to groups in which they either self-recorded inaccurate problem solving (negative self-monitoring), self-recorded accurate problem solving (positive selfmonitoring), did not self-record but received immediate performance feedback (performance feedback), or did not self-record or receive immediate feedback (control). Groups were matched on ability and received either easy or difficult problems. Predictions derived from the closed loop model of self-regulation were supported in that negative self-monitoring, relative to other conditions, led to lowered self-evaluations, decreased favorableness of self-consequations (selfreinforcement/punishment), and to somewhat increased association of anxiety with performance. Negative self-monitoring also led to decreased accuracy in performance, but, in comparison to positive self-monitoring, it facilitated sustained self-monitoring (self-initiated viewing of a videotape of subjects' own problem solving activity) when the task was relatively simple. All groups decreased sustained self-monitoring when the task was relatively difficult. Theoretical and clinical implications are discussed, and attention is drawn to the role of affect in self-regulation.