Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect…

A general model of academic self-regulation is proposed that emphasizes the roles of goals, self-efficacy, and learning strategies. Within this framework, the contributions of two variables hypothesized to affect self-regulation are highlighted. One variable is strategy value information, or information about the usefulness of a strategy as an aid…