This article by Dale H. Schunk focuses on the self-regulated learning processes of goal setting and perceived self-efficacy. It explores how students' beliefs and behaviors are influenced by their goals and self-efficacy, which are shaped through self-observation, self-judgment, and self-reaction. The author reviews research on goal properties (specificity, proximity, difficulty), self-set goals, progress feedback, contracts, and conferences, and conceptions of ability. The article emphasizes the importance of setting realistic goals and evaluating progress to enhance self-efficacy and motivation. Future research is suggested to explore the relationship between goal setting, self-efficacy, and transfer, goal orientations, and affective reactions. The article provides insights into educational practices and suggests methods for teaching students to set realistic goals and evaluate their progress effectively.This article by Dale H. Schunk focuses on the self-regulated learning processes of goal setting and perceived self-efficacy. It explores how students' beliefs and behaviors are influenced by their goals and self-efficacy, which are shaped through self-observation, self-judgment, and self-reaction. The author reviews research on goal properties (specificity, proximity, difficulty), self-set goals, progress feedback, contracts, and conferences, and conceptions of ability. The article emphasizes the importance of setting realistic goals and evaluating progress to enhance self-efficacy and motivation. Future research is suggested to explore the relationship between goal setting, self-efficacy, and transfer, goal orientations, and affective reactions. The article provides insights into educational practices and suggests methods for teaching students to set realistic goals and evaluate their progress effectively.