ABSTRACT
Self-regulated learning encompasses an array of constructs and processes that support students' pursuit of learning and performance-related goals. Reflecting this broad understanding, an organizational framework has emerged from the theoretical and empirical literature to identify four primary components of self-regulated learning. These components include metacognitive processes, cognitive strategies, internal resource management, and, external resource management. Inspired by the principles of dynamic systems theory, the developmental trajectories of these components of self-regulated learning are the focus of this chapter. The chapter considers broader conceptual models from the social psychology of self-regulation. The multiple domains and levels of analysis implicated in these models can clarify how self-regulated learning develops beyond constructs and processes featured in models of self-regulated learning. The chapter deals with a theoretical discussion of how self-regulated learning develops. The highlighted theoretical principles guide a review of research relevant to the question of how self-regulated learning develops followed by an overview of practical applications.
