ABSTRACT
Self-regulated learning (SRL) has been intensively and extensively studied during the past twenty years because it addresses both what people do in real-world learning situations and represents a model of optimal learning. In terms of ecological approaches to learning, SRL captures what people do in learning both in and out of educational settings. This chapter first presents the Metacognitive and Affective model of SRL (MASRL) that provides the theoretical framework for understanding the interrelations between affect, motivation, and metacognition. Then, it discusses the evidence on the mechanism underlying the interrelations between affect, motivation, and metacognition. The evidence suggests that there are effects of cognitive states on both metacognition and affect; effects of affect on metacognition; effects of motivation on metacognitive monitoring and control; and effects of metacognition on affect and motivation. Finally, the chapter discusses the implications of the interactions of affect, motivation, and metacognition for research and educational practice.
