Educational Psychology Review

, Volume 18, Issue 3, pp 199–210

How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?

Original Article

DOI: 10.1007/s10648-006-9013-4

Cite this article as:
Boekaerts, M. & Cascallar, E. Educ Psychol Rev (2006) 18: 199. doi:10.1007/s10648-006-9013-4


In this article, we address four main questions, including: What is self-regulated learning for? What key strategies do students need to guide and direct their own learning process? What cues in the learning environment trigger self-regulation strategies? What can teachers do to help student to self-regulate their learning, motivation, and effort in the classroom? We illustrate that answers to these questions have changed over time and that changing conceptualizations of the self-regulation process have influenced the assessment tools that were used. We also point to changing classroom conditions as a factor that has affected the assessment of self-regulation. Finally, we formulate some questions that need to be tackled in research on self-regulation and introduce the articles and commentaries in the special issue that provide some cutting-edge work on the use of assessment to register self-regulation over time.


Self-regulated learning Motivation strategies Choice of goals Emotion regulation Assessment of self-regulation Zone of proximal development 

Copyright information

© Springer Science + Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Department of EducationLeiden UniversityLeidenThe Netherlands
  2. 2.Assessment Group InternationalBrusselsBelgium

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