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ERIC Number: EJ1371887
Record Type: Journal
Publication Date: 2023
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: EISSN-2163-5684
Putting the "Self" in Self-Regulation: Strategies for Incorporating Student Voice in Self-Regulation Interventions for Internalizing Behaviors
Estrapala, Sara; Grieshaber, Jamie
TEACHING Exceptional Children, v55 n3 p158-166 Jan-Feb 2023
Self-determination can support student mental health, particularly related to internalizing behaviors, because self-determined actions enable self-motivating consequences (i.e., self-efficacy). Self-regulation--a subset of self-determination--is often utilized by interventionists to improve self-determination and student behavior. Self-regulation interventions often include instruction and opportunities to practice goal setting, self-monitoring, and self-evaluation. However, most behavioral self-regulation interventions tend to be adult rather than self-directed (Estrapala et al., 2021), which limits the opportunities for students to practice informed decision-making, problem-solving, and self-advocacy. Involving students in decision-making is essential to promote overall self-determination development. This article provides specific strategies for teachers, school psychologists, counselors, and other school personnel to increase student involvement in self-regulation intervention planning and implementation. The authors describe embedding student voice into intervention design decisions, using a fictionalized case study.
SAGE Publications. 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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A