Learning can be affectively inaccessible when success requires that students monitor and reflect on their own emotional progress and when there are no options for individuals who have difficulty in doing so. Since there is great variability in students’ capability for monitoring their emotions and reactivity; students will need varied amounts of explicit instruction and modeling, scaffolded practice with gradual release, and targeted feedback in order to make progress. Because of individual differences, multiple models and scaffolds of varied techniques should be offered so that students can identify, select and use the techniques that are personally optimal. The experimental evidence listed here suggests the effectiveness of, and the strategies for, developing students’ self-questioning, self-monitoring, and self-determination skills. The scholarly reviews and opinions provide a more classroom-based perspective on the importance of developing students’ abilities for self-assessment and reflection.
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Last Updated: 02/01/2011