Edinburgh Napier University

  Objectives: This study investigated self-regulation of expert and developing racing drivers testing a theoretical model from the literature and examining differences by ability level. Design and Method: A mixed method design was adopted with 2 groups of racing drivers (3 experts and 6 developing drivers). The qualitative aspect of the study had two parts, firstly it examined thought processes adopted during two types of event (learning and response to mistakes) associated in the literature with self-regulation. Secondly a conceptual model based on existing research was presented and drivers commented on the use of components regulation (planning, effort, self-monitoring, self-evaluation, reflection, and self-efficacy) and the efficacy of the model. Drivers also completed a Self-Regulation of Learning Self-Report Scale (SRL-SRS). Results: Results revealed that reflection was the most important component and discriminated expert from developing drivers. The conceptual model effectively reflects cognitive processes of racing drivers within high performance situations. Furthermore, the methods adopted in the study to access self-regulation of racing drivers highlights the importance of reducing bias in interviews. The results of SRL-SRS showed less discrimination between groups and may indicate measurement bias of questionnaires. Conclusions: Self-regulatory skills, particularly reflection, are associated with superior performance. The conceptual model is a realistic representation of the self-regulatory processes of racing drivers. Finally, the method emphasizes the importance of bias reduction in self-report studies.