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Updated: Jun 29, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Classic and modern models of self-regulated learning: integrative and componential analysis
Carolina Tinajero1, Mª Emma Mayo1, Eva Villar1
1Department of Developmental and Educational Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain.
Abstract:
Self-regulated learning (SRL) is considered a construct of great heuristic value and has attracted the attention of numerous researchers and inspired influential theoretical models. The objective of the present study was to provide an up-to-date, comparative and integrated description of the theoretical models of SRL used in current empirical research. For this purpose, we conducted a critical review of the scientific literature referring explicitly to any SRL model and we described, compared and integrated the processes and personal and situational dimensions considered in each model. The models have clearly evolved from focusing on cold self-regulation, conscious activity and individual functioning, to emphasising hot self-regulation and considering implicit activity and interindividual functioning. Among empirical research lines based on the most recent models, the following stand out: detailed analysis of SRL during its progress, the manifestation of SRL in diverse instructional formats and the role of affective/motivational self-regulation.
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