ABSTRACT
When students enter the primary grades in school, they must make a number of adaptations that are pivotal to their academic success, such as learning to follow directions, work cooperatively with other children, and ask for help when it is needed. As students move through the elementary grades, they are expected to function increasingly on their own, such as completing assigned homework outside class, and eventually in middle school and beyond, to engage in self-initiated and self-sustained studying and practicing. What can explain students’ growing capacity to adapt successfully to the increasing demands of schools, and how can these competencies be taught more eff ectively? In this chapter, we will consider the defi ning features of students’ eff orts to selfregulate their learning, a cyclical phase conceptualization of Self-Regulated Learning (SRL) and self-motivation, microanalytic and other event measures of SRL and motivation, the development of self-regulatory sources of motivation from social learning experiences, and a cyclical social cognitive intervention to empower students with self-regulatory defi ciencies.
