ABSTRACT
This chapter reviews the role of culture on self-regulated learning (SRL). Next, it presents a survey of cross-cultural research on SRL before and after 2010. One of the key themes that emerged is the number of etic-based studies that examined the positive relationship between the use of SRL strategies and enhanced learning. In these studies researchers found that SRL was associated with more optimal student learning outcomes such as self-efficacy and writing proficiency, among others. Te explication of difficulties teachers had with both the theory and implementation of SRL in Hong Kong classrooms highlighted the areas for investigating the applied usefulness of the approach in a culturally different setting. The effects of the training program in SRL were positive and supported the implementation of self-regulatory instruction in Chinese language classes in Hong Kong, albeit with appropriate cultural modifications. Finally, the chapter suggests key themes and trends in SRL research are identified and directions for future research.
