Infl uences on the Development of Academic Self-Regulatory Processes

Research on how individuals regulate their behavior has burgeoned in the fi elds of educational and developmental psychology, and we now have a better understanding of effective ways that children have to regulate behavior, as well as challenges that many children face in doing so (Boekaerts, Pintrich, & Zeidner, 2000). Researchers have shown that children who are able to regulate their behavior in school tend to achieve better, and have other positive developmental outcomes (Zimmerman & Cleary, 2009). Given the links of self-regulation and achievement, it is essential to understand the development of self-regulatory processes, and how some children learn to regulate their behavior effectively, while others have challenges in doing so.