Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2001). Teaching students to self-regulate their behavior:The differential effects of student-vs. teacher-delivered reinforcement. Research in Developmental Disabilities, 22(4), 319-332.

Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277-320.

Annamma, S., Morrison, D., & Jackson, D. (2014). Disproportionality fills in the gaps: Connections between achievement, discipline and special education in the school-to-prison pipeline. Berkeley Review of Education, 5(1), 53-87.*

Banda, D. R., Matuszny, R. M., & Turkan, S. (2007). Video modeling strategies to enhance appropriate behaviors in children with autism. Teaching Exceptional Children, 39(6), 47-52.

Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. Journal of Experimental Education, 76(2), 191-217.

Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153-164.

Brewer, M. B., & Hewstone, M. (2004). Emotion and motivation. Oxford: Blackwell Publishing.

Brooks, A., Todd, A. W., Tofflemoyer, S., & Horner, R. H. (2003). Use of functional assessment and a self-management system to increase academic engagement and work completion. Journal of Positive Behavior, 53, 144-152.

Brummelman, E., & Sedikides, C. (2023). Unequal selves in the classroom: Nature, origins, and consequences of socioeconomic disparities in children’s self-views. Developmental Psychology.*

Carver, C. S., & Scheier, M. F. (2005). Engagement, disengagement, coping, and catastrophe. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 527-547). New York, NY: Guilford Press.

Cipriano, C., Naples, L. H., Eveleigh, A., Cook, A., Funaro, M., Cassidy, C., & Rappolt-Schlichtmann, G. (2023). A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students. Review of Educational Research, 93(1), 73-102.*

Cipriano, C., Strambler, M.J., Naples, L.H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A.K., Eveleigh, A., McCarthy, M., & Funaro, M. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204.*

Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.

Deci, E. L., & Ryan, R. M. (1992). The initiation and regulation of intrinsically motivated learning and achievement.In A. K. Boggiano, & T. S. Pittman (Eds.), Achievement and motivation: A social developmental perspective (pp. 3-36). Toronto, ON: Cambridge University Press.

El-Alayli, A., & Baumgardner, A. (2003). If at first you don't succeed, what makes you try,try again? Effects of implicit theories and ability feedback in a performance-oriented climate. Self & Identity, 2(2), 119-135.

Evans, S. W., Pelham, W., & Grudberg, M. V. (1994). The efficacy of notetaking to improve behavior and comprehension of adolescents with attention deficit hyperactivity disorder. Exceptionality, 5(1), 1-17.

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353.

Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50(5), 992-1003.

Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., & Paulsen, K. (2002). Hot math: Promoting mathematical problem solving among third-grade students with disabilities. Teaching Exceptional Children, 35(1), 70-73.

Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302.

Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63(2), 165-178.

Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regulated learning from teaching to self-reflective practice (pp. 57-85).New York: Guilford.

Hole, J. L., & Crozier, W. R. (2007). Dispositional and situational learning goals and children's self-regulation.British Journal of Educational Psychology, 77(4), 773-786.

Karabenick, S. A. (2004). Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology, 96(3), 569-581.

Lancaster, P. E., Schumaker, J. B., & Deshler, D. D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25(4), 277-302.

Lee, J. K., & Lee, W. K. (2008). The relationship of e-Learner’s self-regulatory efficacy and perception of e-learning environmental quality. Computers in Human Behavior, 24(1), 32-47.

Lizarraga, M. L. S. d. A., Ugarte, M. D., Iriarte, M. D., & Baquedano, M. T. S. d. A. (2003). Immediate and long-term effects of a cognitive intervention on intelligent, self-regulations, and academic achievement. European Journal of Psychology of Education, 18(1), 59-75.

Lodewyk, K. R., Winne, P. H., & Jamieson-Noel, D. L. (2009). Implications of task structure on self-regulated learning and achievement. Educational Psychology, 29(1), 1-25.

Losen, D., Hodson, C., Ee, J., & Martinez, T. (2014). Disturbing inequities: Exploring the relationship between racial disparities in special education identification and discipline. Journal of Applied Research on Children, 5(2), 15.*

Lu, S., Huang, C. C., Cheung, S. P., Rios, J. A., & Chen, Y. (2021). Mindfulness and social‐emotional skills in Latino pre‐adolescents in the US: The mediating role of executive function. Health & Social Care in the Community, 29(4), 1010-1018.*

Malmivuori, M. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63(2), 149-164.

Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children's academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65-82.

Mercier, J., & Frederiksen, C. H. (2007). Individual differences in graduate students' help-seeking process in using a computer coach in problem-based learning. Learning & Instruction, 17(2), 184-203.

Miller‐Cotto, D., Smith, L. V., Wang, A. H., & Ribner, A. D. (2022). Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families. Infant and Child Development, 31(1), e2286.*

Milner, H., Cunningham, H., Delale-O’Connor, L., & Kestenbert, E. (2018). “These kids are out of control”: Why we must reimagine “classroom management” for equity. Corwin Press.*

Mischel, W., Shoda, Y., & Rodrigiez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-938.

Newman, R. S., & Schwager, M. T. (1995). Students' help seeking during problem solving: Effects of grade, goal, and prior achievement. American Educational Research Journal, 32(2), 352-376.

Newman, R. S. (1998). Students' help seeking during problem solving: Influences of personal and contextual achievement. Journal of Educational Psychology, 90(4), 644-658.

Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory into Practice, 41(2), 132-138.

Noguera, P. A. (2003). Schools, prisons, and social implications of punishment: Rethinking disciplinary practices. Theory into Practice, 42(4), 341–350.*

Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46(7), 731-768.

Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Designing for metacognition - applying cognitive tutor principles to the tutoring of help seeking. Metacognition and Learning, 2(2), 125-140.

Rosen, L. D., Carrier, L. M., Pedroza, J. A., Elias, S., O’Brien, K. M., Lozano, J., ... & Ruiz, A. (2018). The role of executive functioning and technological anxiety (FOMO) in college course performance as mediated by technology usage and multitasking habits. Psicologia Educativa, 24(1), 14.*

Ryan, R. M., Connell, J. P., & Grolnick, W. S. (1992). When achievement is not intrinsically motivated: A theory of internalization and self-regulation in school. In K. Boggiano, & T. Pittman (Eds.), Achievement and motivation: A social development perspective (pp. 167-188). Cambridge, UK: Cambridge University Press.

Ryan, A. M., Shim, S., & Patrick, H. (2005). Differential profiles of students identified by their teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology, 97(2), 275-285.

Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation.Reading & Writing Quarterly, 19(2), 159-172.

Schunk, D. H. (2005). Commentary on self-regulation in school contexts. Learning & Instruction, 15(2), 173-177.

Schunk, D. H., & Zimmerman, B. J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J. T. Guthrie, & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark, DE: International Reading Association.

Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25.

Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137-149.

Shih, S. (2007). The role of motivational characteristics in Taiwanese sixth graders' avoidance of help seeking in the classroom. Elementary School Journal, 107(5), 473-495.

Skiba, R., & White, A. (2022). Ever since Little Rock: The history of disciplinary disparities in America’s schools. In Gage, N., Rapa, L. J., Whitford, D. K., & Katsiyannis, A (Eds.), Disproportionality and Social Justice in Education (pp. 3-33). Springer.*

Visu-Petra, L., Miclea, M., & Visu-Petra, G. (2013). Individual differences in anxiety and executive functioning: A multidimensional view. International Journal of Psychology, 48(4), 649-659.*

Winn, M. T. (2018). Justice on both sides: Transforming education through restorative justice. Harvard Education Press.*

Wood, H., & Wood, D. (1999). Help seeking, learning and contingent tutoring. Computers & Education, 33(2-3), 153-169.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment.American Educational Research Journal, 31(4), 845-862.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.

Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal competence: Self regulated learning and practice. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 509-526). New York, NY: Guilford Press.

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.

Zimmerman, B. J., & Tsikalas, K. E. (2005). Can computer-based learning environments (CBLEs) be used as self-regulatory tools to enhance learning? Educational Psychologist, 40(4), 267-271.