Putting the "Self" in Self-Regulation: Strategies for Incorporating Student Voice in Self-Regulation Interventions for Internalizing Behaviors

Autor/inn/en	Estrapala, Sara; Grieshaber, Jamie
Titel	Putting the "Self" in Self-Regulation: Strategies for Incorporating Student Voice in Self-Regulation Interventions for Internalizing Behaviors
Quelle	In: TEACHING Exceptional Children, 55 (2023) 3, S.158-166 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Estrapala, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221097071
Schlagwörter	Self Determination; Self Control; Self Motivation; Intervention; Self Management; Student Behavior; Learner Engagement; Decision Making Skills; Teacher Role; Behavior Problems; Goal Orientation; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Selbstbestimmung; Selbstbeherrschung; Selbstmanagement; Student behaviour; Schülerverhalten; Lehrerrolle; Zielorientierung; Zielvorstellung
Abstract	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. (ERIC).
Anmerkungen	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://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01