Bandura and Schunk (1981) investigated how proximal goal setting influences children's mathematical competence, self-efficacy, and intrinsic interest. Children with math deficits and low interest were given self-directed learning tasks under three conditions: proximal subgoals, distal goals, or no goals. Results showed that proximal subgoals led to rapid progress, mastery of math operations, and increased self-efficacy and interest. Distal goals had no effect, while no goals resulted in minimal improvement. Perceived self-efficacy was positively related to math performance and interest. The study highlights the importance of proximal goals in fostering self-motivation, self-efficacy, and intrinsic interest. Children with proximal goals showed higher accuracy, persistence, and interest in math tasks. The findings support the idea that proximal goals are more effective in developing competence and interest than distal goals or no goals. The study also emphasizes the role of self-efficacy in predicting performance and interest. Overall, proximal goal setting is a key mechanism for cultivating competence, self-efficacy, and intrinsic interest in children.Bandura and Schunk (1981) investigated how proximal goal setting influences children's mathematical competence, self-efficacy, and intrinsic interest. Children with math deficits and low interest were given self-directed learning tasks under three conditions: proximal subgoals, distal goals, or no goals. Results showed that proximal subgoals led to rapid progress, mastery of math operations, and increased self-efficacy and interest. Distal goals had no effect, while no goals resulted in minimal improvement. Perceived self-efficacy was positively related to math performance and interest. The study highlights the importance of proximal goals in fostering self-motivation, self-efficacy, and intrinsic interest. Children with proximal goals showed higher accuracy, persistence, and interest in math tasks. The findings support the idea that proximal goals are more effective in developing competence and interest than distal goals or no goals. The study also emphasizes the role of self-efficacy in predicting performance and interest. Overall, proximal goal setting is a key mechanism for cultivating competence, self-efficacy, and intrinsic interest in children.