Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

学习的自我调节涉及发展元认知意识（计划、监控和评估）（a）认知——动机信念，（b）行为——坚持、努力、参与，以及（c）情感——享受、兴趣和其他情绪. 元认知意识创造了根据需要施加元认知控制的机会，这可能涉及维持或操纵动机认知、行为和影响。通过采用自我调节的视角，本文讨论了在学术任务和情境中和跨学术任务和情境发展动机的方式，以及如何支持学习者在这些情境中控制他们的动机。在学校心理学实践中应用自我调节原则意味着考虑情境、背景、