The developmental view requires teachers to
analyze how students regulate their own behavior and to understand
students’ aspired identities as precursors to shaping
their SRL toward academic goals. The latter view suggests
that SRL becomes more meaningful to students when academic
goals and strategies are tied to their deeper strivings to
display competence as achieving students. Regardless of the
perspective one takes, students become more self-regulated
with age, experience, opportunity, and desire