Response to "Sources of Internal Self-Regulation with a Focus on Language Learning"

Journal of Mind and Behavior 21 (1-2):61-66 (2000)

In an attempt to understand the relationship between dynamic self-regulation and active self-regulation, this response follows the models used in Kawai, Oxford, and Iran-Nejad's article pertaining to active self-regulation with an eye to seeing where the dynamic self-regulation fits in. The authors claim that dynamic self-regulation is a prerequisite for active self-regulation. The response takes issue with that claim, suggesting that dynamic self-regulation is more a catalyst for effective active self-regulation. The difference becomes important in relation to the questions of whether dynamic self-regulation is, in fact, the primary driver in academic achievement and if, in turn, it can be learned. Reference to a recent study answers both questions positively
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