Self-regulation of learning.

The importance and significance of self-regulation of learning has emerged as one of the most important development for explaining motivation and performance among learners. Self-regulation of learning refers to the process in which learners' self-initiate thoughts, behavior, and feelings in order to pursue valuable academic goals. Self-regulation of learning involves three cyclical phases. During the forethought phase, learners, as proactive agents, engage in self-generating goals, strategic planning, intrinsic interest on tasks, and sustain self-efficacy beliefs. During the performance phase, learners initiate actions by which they enact volitional control and use strategies such self-instruction, imagery, self-monitoring, and attention control. During the self-reflective phase, learners initiate self-reflective processes in which they self-evaluate their performance, examine their attributions and self-reactions, and adapt their performance. Self-regulation of learning approaches investigate the contextual, environmental, and social cognitive factors that guide and promote learning.

This special issue of Academic Exchange Quarterly features empirical and theoretical contributions dealing with improving students' self-regulation of learning. This special issue of shows the many ways in which the cyclical phases and subprocesses of self-regulation of learning are currently taking place in multiple settings and learning conditions. With an emphasis on the forethought phase, this issue describes the processes and beliefs associated with knowledge about requirements of one's future goals and willingness to regulate actions to achieve those goals during the transition to adulthood (Owens & Schneider) and shared concepts of students' autonomy, intrinsic motivation, and goal orientation in the teacher-student relationships (Fleisher).

With a highlight on the performance phase, Harper and Tuckman present research findings supporting the notion that African American female high school students with high motivational and self-regulatory attitudes and behaviors achieve higher than their male counterparts with similar socioeconomic status. Niemczyk and Savenye describe research in which students' use of self-regulated learning strategies is related to final course grade in a computer literacy courses. Xu describes research in which high school students who received family help reported high management of their homework activities and positive attitude toward homework. Bembenutty and Chen revealed that academic self-regulation and academic delay of gratification predicted preservice teachers' self-efficacy beliefs. Rosario et al. describe an intervention program designed to guide students, teachers, and parents on the use of learning strategies.

With a focus on self-reflection, Holmes describes how engaging in self-reflection is related to teaching and learning. McVarish and Salvatore report that self-assessment of learning and final course grade are related to ownership of learning. Wilson reports an action research in which kindergarteners learn to assess their own learning. Boyer describes a study in which online learners engage in self-perceived learning gains. This special issue features articles that examine a variety of learning approaches in which learners in diverse settings, different academic level, age, gender, and ethnicity engage in one or more of the cyclical phases and subprocesses of self-regulation.

Hefer Bembenutty, Ph.D.

Queens College of the City University of New York