Restricted Access Thesis

Degree Name



This study looks specifically at the fields of self-efficacy and self-regulation and how they influence each other in an academic environment. Both are complex constructs with a history of change and growth. The study further explores my own practice within the ESL classroom and how I might promote self-efficacy through self-regulated strategy instruction. It is my hope that self-regulatory strategy instruction can promote self-efficacy among my students and academic, social, and emotional tasks and goals will be more attainable. My primary research question is: Does the integration of self-regulated learning strategies instruction for reading in my ESL secondary curriculum raise students' awareness of their self-efficacy? In this exploration, a secondary question is addressed: Which self-regulated learning strategies do students most readily make use of as a result of this instruction?