Key points are not available for this paper at this time.
INTRODUCTION ... . .. . .. . .. . .. . ...... .. . .. . ....... ....... . . .. . .. . .. . ......... . .. . .. . .. . .. . . . . . . . . .. . .... ... . . .. . . . . . ... 23 PARADIGM VARIATIONS AND BASIC MODELS.. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Procedural, Epistemic, and Conceptual Divergence 26 Goal Selection 27 Goal Cognition 28 Strategic, On-Line Goal Coordination: The Systems Base 29 PROXIMAL VOLITIONAL REGULATORS. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Goal (Standard) Setting . . ... . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 31 Self-Monitoring 33 The Activation and Use of Standards 34 Discrepancy Detection, SelJ�Evaluative Judgment, Self-Consequation 35 The Implementation of Discrepancy-Reduction Skills 36 Self-Ef icacy ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 METASKlLLS AND BOUNDARY CONDITIONS ... . .. . . ... . . ...... ... ... ... ... ... . . . . ... ... ... ... ... ....... . .. . 38 Metaskills 39 Boundary Conditions 4 1 SELF-REGULATORY FAILURE: CONCEPTS AND DYNAMICS . ... . .. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 FINAL COMMENT .. .. . ... .. . ... .. . ........ . .. . .. . . . . . . . ... ... .... . . . . . . . . . . ... . . . . . ... . . ... . . . ... ... ... ... . . . . . . . . . . ... ... ... ... ... 44
Paul Karoly (Fri,) studied this question.