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Self-regulation refers to students' ability to understand and control their learning, and is essential for success in college math and science courses. We describe the "will" and "skill" components of self-regulation, and how instructors can enhance these components in their classes. We focus on improving self-efficacy, attributions, strategy use, and effective use of metacognitive knowledge. We conclude with guidelines for integrating self-regualtion skills into the science classroom.

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