ABSTRACT
This chapter describes the complex fusion of cognition, metacognition and motivation that is self-regulated learning (SRL) and identifies key foci for future research and practice. Following a selective recap of cognition and metacognition, SRL is characterized using two perspectives: Philip H. Winne and Allyson Hadwin's loosely sequenced, recursive four-phase model and Winne's COPES model that identifies facets of a task wherein learners exercise SRL. Key challenges learners face are developing study tactics and learning strategies that SRL manages, and articulating the role of motivation in SRL. With these topics as backdrop, the chapter highlights three goals for future research: using data from multiple channels, tracing motivation as a dynamic variable over the timeline of a task and the critical need to better trace metacognitive monitoring and control. A strong recommendation is offered for reconceptualizing practice in ways that support learners as learning scientists who experiment with "what works" as they self-regulate learning.
