Authors
Franz Wortha, Peter Gerjets, Roger Azevedo, Matthew Bernacki, Birgit Brucker, Babette Bühler, Ann-Christine Ehlis, Enkelejda Kasneci, Akira Miyake, Kou Murayama, Benjamin Nagengast, Brent Roberts, Maike Tibus, Ulrich Trautwein
Published in
Educational psychology review. Volume 38. Issue 1. Pages 110. Epub Aug 10, 2026.
Abstract
Self-regulation (SR) has emerged as a pivotal construct in educational research, yet its diverse theoretical accounts often lack comprehensive integration. This paper addresses this by proposing an integrative conceptual framework that consolidates four core research traditions on SR in educational settings, each emphasizing distinct underlying mechanisms: (1) Stable Dispositions (e.g., personality traits; Matthews et al., 2009; Roberts et al., 2007; Song et al., 2020), (2) Limited Resources (e.g., working memory capacity and executive functioning; Friedman & Miyake, 2017; Paas et al., 2003; Sweller, 1994), (3) Driving Forces (e.g., motivation, interest, and affect; Eccles & Wigfield, 2002; Hidi & Renninger, 2006; Trautwein et al., 2019), and (4) Learning Activities (e.g., self-regulated learning, cognitive and metacognitive strategies; Winne & Hadwin, 1998; 2008; Zimmerman, 2000). By synthesizing these perspectives, our framework positions SR as a dynamic, interdependent system, emphasizing how interactions and compensatory mechanisms explain individual differences and influence learning outcomes. We further argue for an integrative methodological toolkit, leveraging advanced machine learning and computational models, to capture the multi-level, temporal, and social dynamics inherent in SR. This holistic approach is crucial for advancing a comprehensive and ecologically valid understanding of SR in educational contexts.
PMID:
42577263
Bibliographic data and abstract were imported from PubMed on 11 Aug 2026.
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