Abstract

Throughout this volume the case is made, using both theoretical rationale and empirical evidence, that the ability to self-regulate one’s learning is essential for academic success. Therefore, educators need a detailed understanding of effective self-regulated learning (SRL; Zimmerman, 2000) so they can teach it to those who lack such skills. In addition, while there tends to be a great deal of agreement regarding what SRL is, more research is needed regarding how students effectively enact SRL in specific learning contexts to meet their goals. Thus, capturing learners’ self-regulatory activities, and modeling how these activities relate to various academic outcomes and covariates remain important foci of the field.