Commentary Commentary on self-regulation in school contexts

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 students ’ self-regulation. The present articles by Perels et al. and Rozendaal et al. describe interventions that improved students ’ 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. 2005 Elsevier Ltd. All rights reserved. Self-regulation (or self-regulated learning) is ‘‘an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment’ ’ (Pintrich, 2000, p. 453). Research on academic self-regulation began as an outgrowth of psychological investigations into self-control among adults and its development in children Learning and Instruction 15 (2005) 173e17