fei75766_ch17_534-568.indd 552  02/24/20 10:49 AM
Part VI    Learning-Cognitive Theories552
preexisting self-conceptions. Inachievement situations, suchaspainting pictures, play-
inggames, ortaking examinations, wepayattention tothequality, quantity, speed, 
ororiginality ofourwork. Ininterpersonal situations, suchasmeeting newacquain -
tances orreporting onevents, wemonitor thesociability ormorality ofourconduct. 
Judgmental Process 
Self-observation alone doesnotprovide asufficient basis forregulating behavior. We
must alsoevaluate ourperformance. Thissecond process, judgmental process, helps 
usregulate ourbehavior through theprocess ofcognitive mediation. Wearecapable 
notonlyofreflective self-awareness butalsoofjudging theworth ofouractions on
thebasis ofgoals wehavesetforourselves. More specifically, thejudgmental process 
depends onpersonal standards, referential performances, valuation ofactivity, and
performance attribution.
Personal standards allow ustoevaluate ourperformances without comparing 
them totheconduct ofothers. Toaprofoundly handicapped 10-year-old child, theact
oftying hisshoelaces maybehighly prized. Heneed notdevalue hisaccomplishment 
simply because other children canperform thissame actatayounger age.
Personal standards, however, arealimited source ofevaluation. Formost of
ouractivities, weevaluate ourperformances bycomparing them toastandard of refer -
ence. Students compare theirtestscores tothose oftheirclassmates, andtennis play-
ersjudge theirpersonal skills against those ofother players. Inaddition, weuseour
ownprevious levels ofaccomplishment asareference forevaluating present perfor -
mance: “Has mysinging voice improved overtheyears?” “Ismyteaching ability bet-
ternowthanever?” Also, wemayjudge ourperformance bycomparing ittothatofa
Observing ourownperformance isafirststepinself-regulation. Image Source/Getty ImagesFinal PDF to printer