![]() And lastly, a third aspect is that there is a new handbook 1 ( Zimmerman and Schunk, 2011) that presents a variety of established methods to evaluate SRL. A second indicator is that there are now new SRL models in the educational psychology field that did not exist in 2001 (e.g., Efklides, 2011 Hadwin et al., 2011, in press). A first sign of that evolution is that there are now three meta-analyses of the effects of SRL: Dignath and Büttner (2008), Dignath et al. However, the field has developed significantly since 2001. In 2001, a theoretical review was published ( Puustinen and Pulkkinen, 2001) that included the most relevant models at that time–those articulated by Boekaerts, Borkowski, Pintrich, Winne, and Zimmerman. Since then, publications in the field of SRL theory have increased and expanded in terms of conceptual development, and there are now several models of SRL ( Sitzmann and Ely, 2011). SRL has made a major contribution to educational psychology since the first papers in which scholars began to distinguish between SRL and metacognition (e.g., Zimmerman, 1986 Pintrich et al., 1993a). Self-regulated learning (SRL) is a core conceptual framework to understand the cognitive, motivational, and emotional aspects of learning. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. ![]() First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Further, four future lines of research are proposed. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. In this paper, six models of SRL are analyzed and compared that is, Zimmerman Boekaerts Winne and Hadwin Pintrich Efklides and Hadwin, Järvelä and Miller. ![]() For that reason, SRL has become one of the most important areas of research within educational psychology. ![]() It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, Spain. ![]()
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