Self-regulation refers to the process whereby students activate and sustain cognitions, behaviors, and affects, which are systematically oriented toward attainment of goals. Effective self-regulation requires that students have goals and the motivation to attain them, and make attributions (beliefs about the causes of outcomes) that enhance motivation. A social cognitive view is presented in which attributions influence self-regulation largely through their effects on self-efficacy, or personal beliefs about one's capabilities to learn or perform skills at designated levels. Attributions enter into self-regulation when students compare and evaluate their performances against their goals. Research substantiates the idea that self-regulation depends on students forming attributions that sustain learning efforts and promote self-efficacy. Research is reviewed on the self-regulatory role of attributional feedback that links students' outcomes with one or more attributions, and on correlational and causal relations among attributions, self-efficacy, and achievement outcomes. Suggestions for future research are provided. (Contains 35 references.) (Author)