Building Resilience in Chronic Trauma through Self- Regulation

Self-regulation is a life skill that benefits human development in general and can support building of resilience with which to survive and thrive through experiences of trauma, especially when impact of trauma has a chronic nature. Academic study provides an experience that requires exercise of self-regulation to attain success much as the need to survive and thrive through trauma. Research has indicated role of student-driven factors such as self-regulation in academic performance. A study conducted with educators in training provided indication that educators are enriched to help students grow in self-regulation as the educators themselves practice facets of selfregulation The study examined self-regulation from selected scales of the MSLQ of Organization, Resource Management, Effort regulation, and HelpSeeking. Discussion of results provides implications for building resilience for support in trauma. Study results will assist educators in promotion of student self-regulation behaviors that can facilitate successful academic endeavor and habit formation of resilience practices. Answers will also provide guidance to educators and institutions on priority of effort in students support for selfregulation.