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Abstract
The paper examines work regarding adolescent self-esteem, self-efficacy, perceived control, self-determination and self-regulation, and argues for their importance in constructing adolescent distributed learning environments. These interrelated factors are considered critical in adolescent development; therefore, they require support for student success. The paper applies the concepts of self-determination and its value as derived from studies of adolescents with learning disabilities. The author also examines and applies study findings implicating that failure and other deviant behaviors are motivated by self-esteem considerations. The paper concludes ...