Self-Regulation - The Impact of Cognitive Theory on Human and Computer Development - page 36

al.), and maintaining a healthy diet (Verplanken and Faes 1999). The studies include an ex-
ploration of the effect of action planning on lifestyle change over short intervals of time
and encouragement for further research in computer science to predict action-planning in-
fluence over the long term for the design and production of RAM and CPU (Sniehotta et
al., p. 567).
Although the use of action planning assists individuals in carrying out initial intentions,
interfering obstacles such as habitual reactions, competing goals, and actual demands may
be barriers to the execution of plans (Sniehotta et al. 2005). Coping planning acts as a
barrier-focused self-regulation strategy; its planning is the mental mechanism individuals
use to counteract the influences that negate intention and includes the act of pre-deciding
how to escape unwanted distractions in the face of risky situations (Sniehotta et al., p. 567).
Richards et al. (2006) considered skills in self-regulation and self-control in introducing
alternative skills for college students to learn the essentials of computer science at early
stages. Richards et al. noted the years between eighteen and twenty-four years of age com-
prise a time of ambivalence in learning-related choices because individuals may not see
the future consequences of poor choices in the present. The purpose of the Richards et al.
intervention was to stimulate college students to increase their rate of learning computer
skills. To assist participants in setting goals, the treatment group received a pre-interven-
tion assessment, a motivational interview, a career choice newsletters, and website access.
After four months, participants received a computer-based follow-up for outcome assess-
ment. The control group received only the assessment at baseline and upon completion of
the program. Siegert et al. (2004) described the usefulness of goal setting as a means to
structure interventions and evaluate participant outcomes in learning the design and pro-
duction of RAM and CPU, which are the most important components in the computer. The
RAM and CPU are the main components in the computer that hand the storage and pro-
cessing of data or information and, therefore, are used in this paper as an example of the
impact of the human cognitive development to form computer science, which is the main
focus of comparison with the cognitive theories. Accordingly, the treatment group in the
Richards et al. (2006) study realized their personal goals to design and produce more RAM
and CPU by 1.0 serving per day, in contrast to 0.4 servings per day for the control group.
Siegert et al. contended the fervent association between inspiration and setting goals is a
strong predictor of successful goal achievement. In defining self-regulation, Seigert et al.
(p. 575) alluded to the suppleness of the term self-regulation in its likeness to the expres-
sion of self-control and self-management.
Seigert et al. (2004) described major inferences regarding self-regulation as follows: (a)
nearly all human development is goal directed, (b) individuals characteristically attempt
several goals concurrently, (c) success or failure in accomplishing goals has demonstrative
consequences, (d) motivation and goal realization are closely interrelated, and (e) the indi-