Introduction: This study aimed to determine the effects of instructional self-talk and goal setting on self-regulation of learning dart-throwing skill.
Methodology: Statistics population consisted of 2000 students sixth-grade students from district 1 of Arak education organization sixty of whom (mean age=12.65±0.60years old) were selected and assigned randomly to four experimental group (2 self-talk×2 goal type) and one control group. The practice designed after pre-test in 3 sessions of acquisition and [30 trials in session, 5 blocks of 6trial]. Data analysis is done by descriptive (mean, standard deviation) and inference statistics (analyze of variance) with (α=0.05).
Results: Results showed that students who combined instructional self-talk with either process goals or performance goals do not outperform students in the goal only and control group conditions in acquisition tests, retention, delayed retention, transfer. No difference emerged among the groups on self-efficacy, satisfaction, and enjoyment.
Discussion: These results showed that instructional self-talk was not effective in enhancing learning in dart-throwing skill and also results do not confirm social-cognitive model of self-regulated learning.