We present three approaches to regulated learning that diff er in recognition and resolution of the role of the self and the social in how learners come to be self-aware-“know what they know”—and act on that knowledge, or “regulate” their learning. Th e fi rst, self-regulated learning (SRL), consists of an array of seven theories that share a primary focus on the individual (the “self ” of the construct) and on academic achievement (the “learning” of the construct). Th e function of “other” typically is restricted to the conditions, persons, or situations that allow or require students learn how to or display “self-regulation” (e.g., moderately diffi cult tasks, distracting peers). An extensive theoretical analysis of these SRL approaches and implications for classroom management of learners who vary in SRL capabilities can be found in the fi rst edition of this handbook (McCaslin et al., 2006). Here we summarize the array of these perspectives and refer the interested reader to the original.