Abstract :
Recent years have witnessed increasing academic self-regulation research. Researchers have compared good with poor self-regulators to determine key processes; examined the relations among self-regulation, motivation, and learning; explored the development of self-regulatory skills; and conducted interventions to improve studentsʹ self-regulation. The present articles by Perels et al. and Rozendaal et al. describe interventions that improved studentsʹ self-regulation. Perels et al. showed that combining training on self-regulation with problem-solving instruction was especially effective in enhancing self-regulation and achievement. Rozendaal et al. found that teachers who practiced collaborative interactive teaching strategies promoted deep-level cognitive processing in their students. Suggestions for future research in school contexts are provided.
