A Review of Self-regulated Learning: Six Models and Four Directions for Research

Self-regulated learning is a broad field that provides an umbrella to understand variables that influence students’ learning. Over the last two decades, SRL has become one of the major areas of research in educational psychology, and the current advances in the field are a signal that its relevance will continue. One conclusion from this review is that the SRL models are beneficial for interventions under different circumstances and populations, an aspect that need to be further considered by researchers and practitioners. Additionally, SRL models address a variety of research areas (e.g., emotion regulation, collaborative learning) and, therefore, researchers can utilize those that better suit their research goals and focus. Having a repertoire of models is enriching because researchers and teachers can tailor their interventions more effectively. Finally, I would like to issue a call for a new generation of researchers to take the lead in developing new approaches, measures, and, of course, SRL models—or to continue validating the ones that already exist. These future advances should promote changes in our understanding of SRL and the means through which research is conducted.