1 Teachers College Record Volume 117, 020305, February 2015, 28 pages Copyright © by Teachers College, Columbia University 0161-4681 Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement CURT M. ADAMS The University of Oklahoma PATRICK B. FORSYTH The University of Oklahoma ELLEN DOLLARHIDE The University of Oklahoma RYAN MISKELL The University of Oklahoma JORDAN WARE The University of Oklahoma Background/Context: Schools have differential effects on student learning and development, but research has not generated much explanatory evidence of the social-psychological pathway to better achievement outcomes. Explanatory evidence of how normative conditions enable students to thrive is particularly relevant in the urban context where attention dispropor- tionately centers on the pathology of these environments rather than social attributes that contribute to student growth. Research Purpose: Our purpose in this study was to determine if a self-regulatory climate works through student self-regulation to influence academic achievement. We hypothesized that (1) self-regulatory climate explains school-level differences in self-regulated learning, and (2) self-regulated learning mediates the relationship between self-regulatory climate and math achievement. Research Design: We used ex post facto survey data from students and teachers in 80 elemen- tary and secondary schools from a large, southwestern urban school district. A multilevel modeling building process in HLM 7.0 was used to test our hypotheses.