This introduction to the special issue describes concepts and research principles from modern psychological theories of self-regulation that are relevant to the subject of work habits and work styles in school. Modern systems-based and situated views of volitional functioning are applicable to practice in clinical settings as well as education, but practitioners are not well acquainted with this body of work. The article discusses the assessment and development of volitional competence in students, showing teachers and policy makers how attention to the psychology of volition in education may be used to enhance academic work habits and work styles.
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