Abstract

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