Self-regulation and external reinforcement in problem-solving strategies of black adolescents

Examined the relationships among self-regulatory behaviors, perceptions of social reinforcement from significant persons, and the problem-solving performance of black adolescents (N = 33). The components of self-regulatory processes--self-reinforcement, self-evaluation and self-monitoring--were interrelated highly. Ss' perception of neither positive nor negative social reinforcement was related significantly to problem-solving performance. Discussion centered around the effects of self-responsibility and affective factors in the achievement orientation of minority children.