Education Research International

Self-regulated Learning and the Understanding of Complex Outcomes

Publishing date
15 Jun 2012
Submission deadline
27 Jan 2012

1Center for the Study of Learning and Instruction, Leiden University, The Netherlands

2Centre for Research on Teaching and Training, Argentine University of Enterprise (UADE), Buenos Aires, Argentina

3Centre for Research on Teaching and Training, Catholic University of Leuven and Assessment Group International, Leuven, Belgium

Self-regulated Learning and the Understanding of Complex Outcomes


There is an extensive literature on self-regulated learning (SRL) and its interactions with several environmental and student characteristics. Although several theoretical models have been developed, different authors have focused on several different dimensions or components. While most of them agree that SRL is a complex and dynamic interaction of cognitive, affective, social, and volitional processes in the service of one's own goals, the field is still lacking a unified perspective on these complex phenomena. Definitions of SRL as a relatively stable individual inclination have been shifting to other definitions of SRL as a complex process in situated learning conditions. Several models have explored the relationship between motivational and other SRL processes on performance, and several motivational elements have been studied in integrated self-regulation models. Nevertheless, there is still no comprehensive model of how these complex variables interact in order to explain specific performances for different individuals under specific conditions. More importantly, there is as yet only sketchy understanding of how cognitive, affective, and motivational components interact in the service of goal-directed behavior and the implication of such complex interactions for our understanding of scientific interpretations of models in general. The main focus of this special issue will be on new methodological and conceptual developments in the understanding of self-regulated learning in different domains. We particularly take an interest in manuscripts that report the use of new methodologies that can address the complexities of the variable interactions and better predict learning outcomes or which center on new integrative conceptualizations of the field. Therefore, this special issue will become an international communication platform for researchers to summarize the most recent advances in the explanation, modeling, and prediction of specific performances in specific contexts, considering self-regulation factors, with special emphasis given to the technical and empirical results obtained within the last five years. Potential topics include, but are not limited to:

  • Self-regulated learning assessment: new applications and methods
  • New online measures to assess self-regulated learning
  • Assessing self-regulatory skills in formal and informal learning settings
  • Modeling SRL with various statistical methods
  • Predictive systems approach in educational assessment: historical perspective and advantages
  • Applications of SRL and cognitive data using artificial neural networks in modeling reading, writing, and mathematical performance
  • Predicting general academic performance using SRL and cognitive data using artificial neural networks
  • Implications of recent advances in the SRL field for our conceptualizations of human performance

Before submission authors should carefully read over the journal's Author Guidelines, which are located at Prospective authors should submit an electronic copy of their complete manuscript through the journal Manuscript Tracking System at according to the following timetable:


  • Special Issue
  • - Volume 2012
  • - Article ID 686385
  • - Editorial

Self-Regulated Learning and the Understanding of Complex Outcomes

Monique Boekaerts | Mariel Musso | Eduardo C. Cascallar
  • Special Issue
  • - Volume 2012
  • - Article ID 250719
  • - Research Article

Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

Mariel Musso | Eva Kyndt | ... | Filip Dochy
  • Special Issue
  • - Volume 2012
  • - Article ID 958319
  • - Research Article

Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students' Learning Behavior

Ulrike E. Nett | Thomas Goetz | ... | Anne C. Frenzel
  • Special Issue
  • - Volume 2012
  • - Article ID 152747
  • - Research Article

Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

Gert Vanthournout | David Gijbels | ... | Peter Van Petegem
  • Special Issue
  • - Volume 2012
  • - Article ID 105246
  • - Research Article

Developing Self-Regulation by Using Reflective Support in a Video-Digital Microteaching Environment

Zehavit Kohen | Bracha Kramarski
  • Special Issue
  • - Volume 2012
  • - Article ID 428639
  • - Review Article

Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols

Timothy J. Cleary | Gregory L. Callan | Barry J. Zimmerman
  • Special Issue
  • - Volume 2012
  • - Article ID 702315
  • - Research Article

Online Measurement Perspectives for Students’ Strategy Use: Tool Use within a Content Management System

Griet Lust | Jan Elen | Geraldine Clarebout
Education Research International
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