ABSTRACT
This chapter presents models of self-regulated learning (SRL). It focuses on how the various models can be cohered into a common conceptual framework for SRL. Finally, the chapter presents a review of literature on how self-regulation in education, including both SRL and self-regulation, develops over time and experience. Connecting SRL to self-regulation research requires highlighting things that are often implicit in models of SRL. Effective students have a wide variety of high-utility learning strategies they can deploy when monitoring indicates insufficient progress toward desired goals. Numerous models of SRL include interactions between more stable, trait-like aspects of students that predict processing across learning tasks in a "top-down" manner and more unstable, state-like experiences that can affect processing during a particular task in a "bottom-up" manner. Often called "shifting", "set shifting", "mental flexibility", or "task switching", cognitive flexibility includes the ability to take other perspectives, both interpersonally and physically. Interactions between learning strategies and metacognitive experiences can influence students' volition.
