ABSTRACT
This chapter explains how and why case study designs can support studying self-regulated learning (SRL) as a dynamic, multi-componential, and situated process that is constituted through both individual and social processes. It identifies the promise of case study methodologies to advance theory and practice related to SRL. The chapter introduces case studies as a methodological framework and explains a situated model of SRL. It illustrates ways in which investigators have been using case study designs to address important theoretical and practical challenges facing the SRL researchers. Research has shown that students benefit when educators take up SRL-promoting pedagogical practices. However, research has also identified how difficult it is for educators to mobilize the best of what is known about SRL to inform policy and practice in authentic, naturalistic educational settings. The chapter concludes by identifying important research directions and implications for practice.
