The concept of self-regulation--the process whereby students activate and sustain behaviors and cognitive paths which are systematically oriented toward attainment of learning goals--is increasing in importance among educators. Self-regulation includes activities such as attending to instruction; organizing, coding, and rehearsing information; establishing a productive work environment; using resources effectively; holding positive beliefs about capabilities; and experiencing pride and satisfaction about one's efforts. This paper presents theory and research that demonstrate positive effects of attributions and attributional feedback on self-regulation of learners. Developmental changes in the formation and meanings of attributions are discussed, with an emphasis on perceptions of ability and effort. Suggestions for classroom teaching to enhance student self-regulation are provided. Contains 39 references. (Author/BGC)