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

Agran, M., Cavin, M., Wehmeyer, M., & Palmer, S. (2006). Participation of students with moderate to severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction. Research and Practice for Persons with Severe Disabilities, 31(3), 230-241.

Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. H. Schunk, & J. L. Meece (Eds.), Student perceptions in the classroom. (pp. 327-348). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.

Anderson, A. (1997). Learning strategies in physical education: Self-talk, imagery, and goal-setting. The Journal of Physical Education, Recreation & Dance, 68(1), 30-35.

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.*

Aunola, K., Nurmi, J. E., Niemi, P., Lerkkanen, M. K., & Rasku-Puttonen, H. (2002). Developmental dynamics of achievement strategies, reading performance, and parental beliefs. Reading Research Quarterly, 37(3), 310-327.

Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45(5), 1017-1028.

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

Butler, D. L. (1997). The roles of goal setting and self-monitoring in students' self-regulated engagement in tasks.Paper Presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).

Carroll, J., & Christenson, C. N. K. (1995). Teaching and learning about student goal setting in a fifth-grade classroom. Language Arts, 72(1), 42-49.

Cartwright, K. B., Lee, S. A., Taboada Barber, A., DeWyngaert, L. U., Lane, A. B., & Singleton, T. (2020). Contributions of executive function and cognitive intrinsic motivation to university students’ reading comprehension. Reading Research Quarterly, 55(3), 345-369.*

Catlin, K. S., Lewan, G. J., & Perignon, B. J. (1999). Increasing student engagement through goal-setting, cooperative learning & student choice. (Master's Action Research Project, Saint Xavier University and IRI/SkyLight).

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.

Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Reviews in Psychology, 51(1), 171-200.

Earley, P. C. (1985). Influence of information choice and task complexity upon goal acceptance, performance and personal goals. Journal of Applied Psychology, 70(3), 481-491.

Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.

Hannafin, M. J. (1981). Effects of teacher and student goal setting and evaluations on mathematics achievement and student attitudes. Journal of Educational Research, 74(5), 321-326.

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

Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284-1295.

Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.

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.

Hom, H. L., & Arbuckle, B. (1988). Mood induction effects upon goal setting and performance in young children.Motivation and Emotion, 12(2), 113-122.

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

Lake, W., Boyd, W. B. E., & Boyd, W. (2018). Transforming student expectations through a real-time feedback process and the introduction of concepts of self-efficacy–surprising results of a university-wide experiment. Journal of University Teaching & Learning Practice, 15(5), 5.*

Law, Y. K. (2009). The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension. Educational Research, 51(1), 77-95.

Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment.Confirmation from meta-analysis. The American Psychologist, 48(12), 1181-1209.

Locke, E. A. (1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5(2), 117-124.

Locke, E. A., & Latham, G. P. (1984). Goal setting: A motivational technique that works! Englewood Cliffs, NJ:Prentice Hall.

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice Hall.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation.American Psychologist, 57(9), 705-717.

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.*

Madden, L. E. (1997). Motivating students to learn better through own goal-setting. Education, 117(3), 411-416.

Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26(3&4), 399-427.

Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.

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.*

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.

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

Oettingen, G., & Gollwitzer, P.M. (2001). Goal setting and goal striving. In A. Tesser & N. Schwarz (Eds.), Intraindividual processes. Volume 1 of the Blackwell Handbook in Social Psychology. Editors-in-chief: M. Hewstone & M. Brewer (pp. 329-347). Oxford: Blackwell.

Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25(4), 406-422.

Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting skills. Remedial and Special Education, 24(2), 115-126.

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.

Petray, M. J., Shapiro, R., & Vega, G. M. (2021). Foundations of Linguistics and Identity in L2 Teaching and Learning: Agency through Linguistic Enrichment, Differentiated Instruction, and Teacher Identity. International Journal of Curriculum and Instruction, 13(3), 2101-2127.*

Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82(5), 792-802.

Reznik, G., Massarani, L., & Calabrese Barton, A. (2023). Informal science learning experiences for gender equity, inclusion and belonging in STEM through a feminist intersectional lens. Cultural Studies of Science Education, 18(3), 959-984.*

Ridley, D. S. (1992). Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education, 60(4), 293-306.

Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging.Journal of Educational Psychology, 88(3), 408-422.

Rosenholtz, S. J., & Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction? Review of Educational Research, 54(1), 31-63.

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.

Schneider, W. (1998). Performance prediction in young children: Effects of skill, metacognition and wishful thinking. Developmental Science, 1(2), 291-297.

Schunk, D. H. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning-disabled children.Journal of Special Education, 19(3), 307-317.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.

Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33(2), 359-382.

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.

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.*

Stipek, D. (1984). Young children's performance expectations: Logical analysis or wishful thinking? In J. Nicholls (Ed.), The development of achievement motivation, (pp. 33-56). Greenwich, CT: JAI Press.

Stipek, D. J., & Gralinski, J. H. (1991). Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83(3), 361-371.

Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397-407.

Stipek, D. J., Roberts, T. A., & Sanborn, M. E. (1984). Preschool-age children's performance expectations for themselves and another child as a function of the incentive value of success and the salience of past performance.Child Development 55(6), 1983-1989.

Wehmeyer, M. L., Yeager, D., Bolding, N., Agran, M., & Hughes, C. (2003). The effects of self-regulation strategies on goal attainment for students with developmental disabilities in general education classrooms. Journal of Developmental and Physical Disabilities, 15(1), 79-91.

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

Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.

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

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. (1996). Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring. Journal of Applied Sport Psychology, 8(1), 60-75.