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date: 17 February 2019

Abstract and Keywords

Self-regulation (self-regulated learning) refers to learning that results from students' self-generated thoughts and behaviors that are systematically oriented toward their learning goals. Various theories have been proposed to account for self-regulation including operant and social cognitive theories. Common features of theories include an emphasis on learner activity, the cyclical nature of self-regulation, and motivation to instigate and sustain self-regulation. Much research has explored the development of self-regulatory skills by students with disabilities. Research is summarized that investigated the self-regulatory activities of self-monitoring, self-instruction, goal setting, and self-regulated strategy development. Based on theory and research evidence, implications for educational practice are discussed, and recommendations are made for future research in the areas of curricular integration, cultural differences, and learning with technology.

Keywords: self-regulation, self-efficacy, self-instruction, goal setting, motivation

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