The following resources have been used to conduct research for this inquiry project.

Bruin, A.B.H (2012). Improving self-monitoring and self-regulation: from cognitive psychology to the classroom.Learning and Instruction, 22(2012), 245-252.

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.

Kostons, D., Gog, T.v., & Paas, F. (2009). Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers & Education, 54(2010), 932-940.

Kostons, D., Gog, T.V., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22, 121-132.

Macdonald, B. (2012). Using self-assessment to support individualized learning. Journal of the Association of Teachers of Mathematics, 21, 26-27.

Nandagopal, K., & Ericsson, K.A. (2011). An expert performance approach to the study of individual differences in self-regulated learning activities I the upper-level college students. Learning and Individual Differences, 22(2012), 597-609.

Panadero, E., Brown, G., & Courtney, M. (2014). Teacher’s reasons for using self-assessment: a survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365-383.

Ross, J.A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment Research & Evaluation, 11(10).

SEL Defined. (2014, January 1). Retrieved January 23, 2015, from http://www.casel.org/social-and-emotional-learning/

Young, K.R., West, R.P., Li, L., & Peterson, L. (1997). Teaching self-management skills to students with learning and behavior problems. Reclaiming Children and Youth, 6(2), 90-96.