ABSTRACT
Self-regulated learners have been defi ned as students who are metacognitively, motivationally, and behaviorally active participants in their acquisition of knowledge and skill (Zimmerman, 1986). A particular challenge for self-regulation researchers is to know at what age these desirable qualities in learning can be enhanced in young children. In this chapter, we initially address three key questions about children’s development of self-regulated learning and then describe studies of self-regulated learning and homework as well as a self-regulation instructional program designed for primary-school pupils. This program relies heavily on homework assignments and is an adaptation of a well-known instructional program that was modifi ed to teach time and home management in German primary schools. Finally, we will discuss a series of evaluation studies of the program and summarize their practical implications.
