Self-Regulation, Self-Efficacy, and Learning Disabilities

Abstract

This chapter will discuss the roles of self-regulation and self-efficacy in students with learning disabilities. The guiding conceptual framework is based in social cognitive theory. In this theory, self-efficacy is a key motivational variable and self-regulation is a means for persons to develop a sense of agency, or the belief that they can exert a large degree of control over outcomes in their lives. Following a description of the theory, research is presented showing the operation of self-regulation and self-efficacy in students with learning disabilities. Future research directions are suggested, and implications of theory and research for educational practice are discussed.

Digital Learning and Self-Regulation in Students with Special Educational Needs: A Systematic Review of Current Research and Future Directions

“…Many students have special needs concerning their learning, emotional, and social development, and thus they are often perceived as a challenge in inclusive schools [5]. Furthermore, evidence suggests that students with special needs show lower self-regulation than their peers without SEN [6]. Therefore, the empowerment of SEN students' selfregulation skills inevitably represents an important goal in inclusive education.…”