ABSTRACT
Our chapter focuses on self-regulated learning in classrooms. Specifi cally, we review research that examines the interplay between contexts-including tasks, instructional practices, and interpersonal relationships in classrooms-and students’ engagement in independent, academically effective forms of learning, self-regulated learning (SRL). We have divided the chapter into fi ve main sections. We begin by defi ning SRL. Then we review developments in theory and research about SRL, focusing especially on: (a) the relevance of increasingly social and contextual theories of learning and SRL for generating and interpreting fi ndings from classroom research; and (b) the need to diversify methods and measures to uncover SRL as a process in complex contexts, such as classrooms. In the fourth section, we detail several programs of classroom research in an effort to provide concrete examples of theories and methods in play, and articulate interactions and transactions among personal, social, and contextual variables involved in SRL in classrooms. We conclude with recommendations that we believe have important implications for future research on regulating learning in classrooms.
