Self-regulation involves a number of cognitive skills including:
‘If students have well developed self-regulation skills they can modulate their levels of energy, motivation, frustration tolerance and anxiety so they can more readily access their cognitive resources (attention, memory, problem solving, language, planning, organisation and self-monitoring) and direct these toward new learning and stronger academic performance’.
Stein, J. Emotional Self Regulation: A critical component of executive function. Chapter in Meltzer, L. (2010) Promoting Executive Function in the Classroom. The Guildford Press, New York.