ABSTRACT
Developmental models of self-regulation have stressed two key ways teachers, caregivers, and other adults can facilitate the acquisition of self-regulatory capacity: direct instruction of knowledge and skills, and scaffolding approaches to support the internalization and mastery of these knowledge and skills. This chapter focuses on targeted interventions shown to have a differential effect upon the acquisition and use of effective self-regulation in education and for learning. Self-regulation is a higher-order process that is built upon core executive functioning. Short interventions for building executive functioning seem to have little effect, but they may be effective as one component of a broader intervention strategy for addressing executive functioning challenges. Self-regulation interventions are prolonged and integrated into the school curriculum, are implemented by teachers with significant training and support, and occur within educational environments with warm, responsive adults who communicate clear and consistent expectations. The self-regulated strategy development (SRSD) program is one of the most effective and most thoroughly investigated interventions in education.
