ABSTRACT
In this chapter, authors Cartwright, Taboada Barber, Zumbrunn, and Duke carve out a space in the field for a nuanced look at the multifaceted role of self-regulation in the language arts. After defining self-regulation and how it contributes to students’ abilities to manage their own learning, the authors provide a historical backdrop tracing its roots to social and cognitive perspectives in psychology, social-cognitive theory, and environmental factors. The authors also extend the definition to how students manage their own learning in reading and writing, cover processes involved in self-regulation, and include recommendations for supporting students’ self-regulated language arts learning and directions for future work in this area.
