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.