A general model of academic self-regulation is proposed that emphasizes the roles of goals, self-efficacy, and learning strategies. Within this framework, the contributions of two variables hypothesized to affect self-regulation are highlighted. One variable is strategy value information, or information about the usefulness of a strategy as an aid to performance. The other variable is process goals that involve techniques and strategies students use to learn. The general hypothesis is that providing students with information on the value of a strategy as an aid to performance and a process goal of learning a strategy enhances strategy use, self-efficacy, and skills, more than does providing a product goal of accomplishing work without strategy value information. In support of this hypothesis, research from a number of studies is presented that uses elementary school students as subjects and reading comprehension of main ideas and writing of paragraphs as content domains. Implications of this work for enhancing strategy use during learning are discussed. Three figures illustrate the discussion. (Author/SLD)