ABSTRACT
Although it has been variably defi ned theoretically and empirically (Boekaerts, Pintrich, & Zeidner, 2000), self-regulation at its core describes how individuals monitor and control their cognition, behavior, and motivation (Bandura, 1986; Pintrich, 2000). Yet, within the extensive literature pertaining to self-regulation, a paucity of direct evidence exists to establish whether the nature of monitoring and oversight (i.e., self-regulation) is a constant across academic domains or whether there are distinct differences in self-regulation refl ective of inherent differences in the nature of domains or in the manner in which those domains are enacted within classroom settings. For instance, is the nature of self-regulation and the very act of self-regulating in history or reading different from the self-regulation that transpires in the domains of science or mathematics? Are there characteristics of different domains that would engender varied expectations about self-regulation?
