The term "self-regulated learning" (SRL) refers to all aspects of self-regulation in the pursuit of academic or learning goals, and it encompasses the literature in education, educational psychology, and learning sciences research. SRL is needed for a wide variety of academic tasks, such as learning how to solve problems, writing accurate and convincing arguments, tackling unfamiliar and open-ended tasks, and engaging in the kinds of inquiry necessary to really understand how science works and how it can inform public policy, among other educational tasks. The broader study of self-regulation often involves research in non-education contexts, and the scholars who do this work often reside in psychology departments. The terms "SRL" and "self-regulation" often invoke two assumptions that need to be debunked. First, some people assume that self-regulation is an innate quality that cannot be changed or altered. Second is that the onus of responsibility for regulation falls solely upon the student, or the "self".