Self-regulation consists of the metacognitive processes, behavioral skills, and associated motivational beliefs that underlie youths growing self-confidence and personal resourcefulness in acquiring the skills needed for adulthood. This chapter discusses the role of school organization in the attainment of self-regulation in terms of four levels of learning-specific skills: observation, emulation, self-control, and self-regulation. According to this formulation, socialization processes, such as modeling and social support, can greatly enhance youths initiation and eventual regulation of their learning, especially during study or practice. The chapter also analyzes the functioning of self-regulated learners in terms of a cyclical model of self-regulation that links metacognitive processes, behavioral performance, and motivational beliefs in three successive phases: forethought, performance, and self-reflection. Descriptive research regarding expert performance and experimental research in diverse areas of skill, such as academic writing, sports, music, and health, is discussed in terms of the two models of self-regulation. Finally, the chapter considers the pedagogical implications of research on self-regulated learning and describes interventions designed to overcome deficits in adolescents self-regulation. (Contains 91 references.) (KB)