Self-regulation is a complex process involving numerous motivational, affective, cognitive, physiological and behavioral factors that individuals proactively direct and manage in order to attain self-set goals (Zeidner, Boekaerts, & Pintrich, 2000). It is a broad construct incorporating behaviors and strategies utilized by individuals across their lifespan to modulate or control their own emotional and behavioral responses. Students who self-regulate believe that they are responsible for their own learning and are more adept at dictating what, where, and how their learning occurs (Bandura, 2006). These students often persist longer through academic tasks and display higher levels of motivation and achievement (Schunk & Ertmer, 2000; Zimmerman & Schunk, 2001)