This research explores the implementation and utilization of self-regulated learning (SRL) scaffolds (i.e. videos, journals, surveys) in online K-12 courses. This project is grounded in research on online education as well as theory and research around self-regulated learning in both online and offline contexts. This research is conducted through Michigan Virtual School's (MVS) learning management system (LMS) over two academic terms in six high school mathematics courses. Participating students (N = 69) completed the pre-survey consisting of the PISA Student Characteristics Questionnaire (Artelt, Baumert, Julius-McElvany, & Peschar, 2003), a self-regulated learning assessment (Cleary and Zimmerman, 2004) and an online learning readiness assessment (Roblyer & Davis, 2008). Following the pre-survey participants were be randomly assigned to one of three conditions (experimental, control I, control II) and received either self-regulatory, general interventions (in the form of videos, journals, and short surveys), or no interventions--respective of condition. Research questions were as follows: 1) can computer mediated contexts be designed to fully facilitate and support adolescents' use of self-regulated learning processes in learning; 2) does the presence of SRL scaffolding in online K-12 courses lead to gains in adolescent learners' a) self-efficacy and motivation or b) individual and environmental control, do a. and b. vary across dimensions of preparedness; 3) does the presence of SRL scaffolding lead to greater a) domain knowledge? b) student retention in online K-12 courses; 4) how does SRL scaffolding influence adolescent learners' ability to successfully regulate their learning to produce improved student achievement outcomes in computer mediated contexts? Exposure to interventions had no effect on self-efficacy, motivation, individual, or environmental control outcomes nor did initial preparedness for online learning. Further neither exposure to interventions or initial preparedness had an effect on final course grade or retention. These results along with design considerations related to integrating SRL scaffolds in online K-12 courses are discussed and possible reasons for the lack of effectiveness are outlined as well as future design iterations that may lead to effective SRL scaffolds for online K-12 students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]