Abstract
Self-regulation (SR) is essential to the healthy development of youth (Dahl, & Conway, 2009; Gestsdottir & Lerner, 2007) and is a key factor in their academic achievement, motivation, and lifelong learning (Dignath, Buettner & Langfeldt, 2008). Self-regulated learners are those individuals who intentionally and adaptively direct their emotions, cognitions, and behaviors, by planning, monitoring, and evaluating their efforts to reach self-determined goals. Self-regulation presents a substantial challenge for many adolescents, as they are experiencing significant changes in their neural and cognitive development that affect how SR strategies are processed and employed (Steinberg, 2005). As a result, many adolescents choose maladaptive SR strategies resulting in decreased learning motivation (Cleary, Zimmerman, & Keating 2006).
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