Taylor and Francis Group is part of the Academic Publishing Division of Informa PLC

This site is operated by a business or businesses owned by Informa PLC and all copyright resides with them. Informa PLC's registered office is 5 Howick Place, London SW1P 1WG. Registered in England and Wales. Number 3099067.


Chapter image Chapter 9: Strategy 7: Self-regulated learning

Self Evaluation

Please rate yourself or a teacher you have closely observed.




7. Encourages self-regulated learning

You regularly help learners to define goals for themselves, monitor their own behaviour, make personal action plans, self-evaluate their progress toward achieving their goals, and adjust their goals and action plans accordingly.


Mitchell, 2014, pp105–114.

  1. All learners are encouraged to set their own goals.
  2. All learners are helped to develop and implement action plans to achieve their goals.
  3. All learners are helped to self-evaluate their progress toward achieving their goals.
  4. All learners are encouraged to revise their goals and action plans when necessary.
  1. All indicators are regularly met.
  2. All indicators are occasionally met.
  3. Some of the indicators are occasionally met.
  4. None of the indicators are met.

YouTubeYouTube links

Self-regulation and brain development (1). (10.01 US)

Dr Regalena Reggie Melrose’s books for educators provide understanding and intervention for the growing number of students who continue to be misunderstood by todays educational, medical and mental health communities. She emphasizes the effects of stress and trauma on the brain, learning and behaviour.


Self-regulated strategy development.

A combination of academic strategy instruction and self-regulation instruction helps students to analyze a problem, organize information and regulate their behaviour. In so doing, they are more likely to become independent learners.


websitesWeb links

SRSD: Using learning strategies to enhance student learning.

This module features the Self-Regulated Strategy Development model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so.


Gaylord, V., Quinn, M., McComas, J. and Lehr, C. (eds) (2005). Impact: Feature issue on fostering success in school and beyond for students with emotional/behavioral disorders, 18(2). Minneapolis: University of Minnesota, Institute on Community Integration.

This article provides an overview of the five steps involved in planning a self-monitoring intervention:

  1. Identify the target behaviour.
  2. Select/design a self-monitoring system.
  3. Choose reinforcers and how the student will earn them.
  4. Teach the student to use the system.
  5. Fade the role of the adult in the intervention.


journalsJournal links

Mowat, J.G. (2010). ‘Towards the development of self-regulation in pupils experiencing social and emotional behavioural difficulties (SEBD)’. Emotional and Behavioural Difficulties, 15(3) 189–206.

This paper focuses upon the development of self-regulation as it pertains to pupils experiencing social and emotional behavioural difficulties within the context of a case study evaluating an intervention to support such pupils within a Scottish secondary school situated in an area of multiple deprivation. The paper examines the extent to which pupils participating within the intervention developed the capacity to regulate their behaviour with good judgement in a range of contexts, identifying variables which fostered or impeded progress. The findings indicated that the intervention had impacted positively upon the capacity of the young people to self-regulate their behaviour, if to varying extents, and that pupil outcomes were highly context related.

Adkins, M.H. and Gavins, M.V. (2012). ‘Self-regulated strategy development and generalization instruction: Effects on story writing and personal narratives among students with severe emotional and behavioral disorders’. Exceptionality: A Special Education Journal, 20(4), 235–249.

The effects of Self-Regulated Strategy Development (SRSD) and generalization instruction with three second- and third-grade students with severe emotional/behavioral disorders, in a self-contained classroom were examined.

Walker, H.M., Calkins, C., Wehmeyer, M.L., Walker, L., Bacon, A., Palmer, S.B., Jesien, G.S., Nygren, M.A., Heller, T., Gotto, G.S., Abery, B.H. and Johnson, D.R. (2011). ‘A social-ecological approach to promote self-determination’. Exceptionality: A Special Education Journal, 19(1), 6–18.

This article describes a social-ecological approach for promoting and enhancing self-determination among individuals with developmental disabilities. A five-level model is presented, based on the interaction of person and environmental factors. This approach will guide the activities of a five-year National Training Consortium on self-determination involving five universities and funded by the US Administration on Developmental Disabilities. The expected long-term outcomes associated with this initiative include improved self-determination options, greater social inclusion, and enhanced quality of life for people with developmental disabilities.