Article

Self-Regulation and Disability

Dale H. Schunk and William Bursuck

in The Oxford Handbook of Positive Psychology and Disability

Published in print August 2013 | ISBN: 9780195398786
Published online May 2013 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195398786.013.026

Series: Oxford Library of Psychology

Self-Regulation and Disability

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Self-regulation (self-regulated learning) refers to learning that results from students' self-generated thoughts and behaviors that are systematically oriented toward their learning goals. Various theories have been proposed to account for self-regulation including operant and social cognitive theories. Common features of theories include an emphasis on learner activity, the cyclical nature of self-regulation, and motivation to instigate and sustain self-regulation. Much research has explored the development of self-regulatory skills by students with disabilities. Research is summarized that investigated the self-regulatory activities of self-monitoring, self-instruction, goal setting, and self-regulated strategy development. Based on theory and research evidence, implications for educational practice are discussed, and recommendations are made for future research in the areas of curricular integration, cultural differences, and learning with technology.

Keywords: self-regulation; self-efficacy; self-instruction; goal setting; motivation

Article.  9878 words. 

Subjects: Psychology ; Social Psychology

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