This book features an empirical study explaining how self-regulated learning is activated and inhibited. Specific factors serve to activate self-regulation such as self-determination, disengagement, initiative, and persistence (action control) while negative affect serve as inhibition such as worry, anxiety, thought suppression, and fear of negative evaluation. Three models are tested showing different ways of activating self-regulation. The findings highlight a new theoretical assertion about the role of negative affect on self-regulation when action control are used by learners at high levels.

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