Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 4 RE: Chapters 2, 5
self-regulated learningthree-layer modelmetacognitive regulationcognitive strategiesgoal orientationemotional regulationself-protectionJournal article Evidence summaryAt a glance
Boekaerts integrates three traditions that shaped research on self-regulated learning: learning styles and cognitive processing, metacognition and regulation of learning, and theories of goals, motivation, and the self.
Key ideas
Her three-layer model distinguishes regulation of processing modes at the inner layer, regulation of the learning process at the middle layer, and regulation of the self at the outer layer. Learners select cognitive strategies, plan and monitor activity, and decide whether a task serves valued goals or threatens well-being. These layers interact, so knowing a strategy does not guarantee its use when motivation, emotion, or competing goals redirect effort.
Why it matters
For educators, the model supports teaching strategies and metacognitive control while also attending to appraisal, confidence, interest, and classroom conditions that influence whether students enter a growth-oriented learning pathway or protect the self by withdrawing.
-
- Vol 4 RE: App C
self-regulationgoal settingmetacognitionvolitional controlemotional regulationprogress monitoringstrategy adaptationpersistenceBook Evidence summaryAt a glance
This multidisciplinary handbook surveys theories, methods, and applications of self-regulation across educational, developmental, personality, clinical, health, and organisational psychology.
Key ideas
Chapters address goal setting, motivation, attention, emotion, metacognition, volition, social and environmental influences, individual differences, development, measurement, and interventions. The collection shows that self-regulation is not a single skill or stable trait: it involves interacting systems that generate standards, monitor progress, manage thoughts and feelings, select action, and respond to feedback. It also examines failures of regulation and the conditions under which control can be learned or supported.
Why it matters
For educators, the handbook provides conceptual tools for distinguishing cognitive strategy knowledge from motivation and implementation, selecting measures that match a theory, and designing support for goals, monitoring, strategy adaptation, emotional regulation, and persistence rather than expecting learners to regulate independently without instruction or context.
View or buy the cited work >>Read a similar article free online >>
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway