Developing a School-Based Multitiered Model for Self-Regulation
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| Title: | Developing a School-Based Multitiered Model for Self-Regulation |
|---|---|
| Language: | English |
| Authors: | Webb, M. Brady, Johnson, Evelyn S., Meek, Julie, Herzog, Brooke, Clohessy, Anne B. |
| Source: | Intervention in School and Clinic. May 2018 53(5):300-307. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Self Management, At Risk Students, Skill Development, Systems Development, Evidence Based Practice, Models, Intervention, Program Development |
| DOI: | 10.1177/1053451217736862 |
| ISSN: | 1053-4512 |
| Abstract: | Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own. Self-regulation skills can be taught and are especially effective when introduced within the school setting. This article describes a school-based model for fostering self-regulation. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2018 |
| Accession Number: | EJ1176818 |
| Database: | ERIC |
| Abstract: | Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own. Self-regulation skills can be taught and are especially effective when introduced within the school setting. This article describes a school-based model for fostering self-regulation. |
|---|---|
| ISSN: | 1053-4512 |
| DOI: | 10.1177/1053451217736862 |
