The study by Bandura and Schunk (1981) investigates the effectiveness of proximal goal setting in cultivating competence, self-efficacy, and intrinsic interest in children with deficits in mathematical skills. The experiment involved 40 children who were randomly assigned to one of three conditions: proximal subgoals, distal goals, or no goals. Proximal subgoals were suggested as the primary goal, while distal goals and no goals served as control conditions. The results showed that children who set proximal subgoals made significant progress in self-directed learning, achieved substantial mastery of mathematical operations, and developed a sense of personal efficacy and intrinsic interest in arithmetic activities that initially held little attraction for them. In contrast, children with distal goals showed no demonstrable effects, and those with no goals made modest gains. The study also found that perceived self-efficacy was positively related to accuracy in mathematical performance and intrinsic interest in arithmetic activities. The findings highlight the importance of goal proximity in fostering veridical self-knowledge and enhancing motivation and interest in activities.The study by Bandura and Schunk (1981) investigates the effectiveness of proximal goal setting in cultivating competence, self-efficacy, and intrinsic interest in children with deficits in mathematical skills. The experiment involved 40 children who were randomly assigned to one of three conditions: proximal subgoals, distal goals, or no goals. Proximal subgoals were suggested as the primary goal, while distal goals and no goals served as control conditions. The results showed that children who set proximal subgoals made significant progress in self-directed learning, achieved substantial mastery of mathematical operations, and developed a sense of personal efficacy and intrinsic interest in arithmetic activities that initially held little attraction for them. In contrast, children with distal goals showed no demonstrable effects, and those with no goals made modest gains. The study also found that perceived self-efficacy was positively related to accuracy in mathematical performance and intrinsic interest in arithmetic activities. The findings highlight the importance of goal proximity in fostering veridical self-knowledge and enhancing motivation and interest in activities.