Abstract

Today’s society requires students to learn in a self-regulated way during and after schooling as well as throughout their entire working life. This fact has led to an increasing interest in educational research on improving learning and making it more efficient, which has resulted in an extensive number of intervention studies aimed at fostering self-regulated learning. Although self-regulated learning is a relatively new concept, the body of research on this topic has rapidly grown within the last decades. During the 1980s researchers still explored the concept from a rather experimental point of view, but during the 1990s, researchers focused increasingly on the applications of self-regulation within natural contexts (see Boekaerts, Pintrich, & Zeidner, 2000).