• Research on self-regulation has investigated learners' cognitive and metacognitive processes, including strategies.

• In special education classes, researchers taught students a multi-step strategy for writing essays, and this self-regulation training improved their learning abilities.

• In contrast, other studies have found that students rarely recall, generalize poorly to new tasks, or use proactive learning strategies when studying or practicing in authentic settings. It led to an in-depth exploration of motivational beliefs embedded within cycles of self-regulation, such as those associated with self-efficacy beliefs and goals and those associated with self-evaluation and attribution.

• In diverse academic functioning areas, such as math problem-solving, writing, and reading, statistically significant positive correlations were found between perceived efficacy, empowering attributions, and self-regulated performance.