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: Chapter 12
- Vol 4 RE: Chapters 6, 11, 12, 18, 26, 27, App C
- Vol 5 RE: Chapters 4, App A
- Vol 7 RE: Chapter 7, App D
self-regulated learningmetacognitive regulationgoal settingstrategy monitoringmotivational regulationemotional regulationco-regulationsocially shared regulationJournal article Evidence summaryAt a glance
Panadero compares six influential models of self-regulated learning: those developed by Zimmerman, Boekaerts, Winne and Hadwin, Pintrich, Efklides, and Hadwin, Järvelä, and Miller.
Key ideas
The review shows that self-regulation is not a single study skill but an interacting set of cognitive, metacognitive, behavioural, motivational, and emotional processes. Although the models use different terminology and levels of analysis, they commonly describe cyclical activity in which learners interpret a task, set goals, select and monitor strategies, and adapt in light of feedback. The paper traces how the field has expanded from individual regulation toward co-regulation and socially shared regulation in collaborative learning. It also identifies directions for research, including integrating models, improving measurement, studying emotion and motivation, and examining regulation in groups and technology-rich settings.
Why it matters
For educators, the comparison supports designing tasks that make goals and standards clear, prompt planning and monitoring, provide usable feedback, and gradually help learners assume control of their learning.
-
- Vol 3 RE: Chapters 5, 9, App D
- Vol 7 RE: Chapters 6, 7, App C, App D
socially shared regulationself-regulationco-regulationcollaborative regulationgroup monitoringmotivational regulationemotional regulationprocess-sensitive measurementJournal article Evidence summaryAt a glance
Panadero and Järvelä review evidence for socially shared regulation of learning, distinguishing it from individual self-regulation and co-regulation led or supported by another person.
Key ideas
Their narrative review identifies seventeen relevant articles, thirteen of which provide empirical evidence. Across these studies, group members jointly plan, monitor, control, and evaluate cognitive, metacognitive, motivational, and emotional aspects of collaborative work. The authors conclude that socially shared regulation is empirically distinguishable, although it can alternate and interact with self- and co-regulation as collaboration unfolds. Evidence also suggests positive relations with learning and group performance, but the field uses varied concepts, units of analysis, and methods.
Why it matters
The review therefore calls for clearer theoretical boundaries, process-sensitive measurement, and research that captures regulation dynamically rather than treating it as a stable individual trait or a single group-level event.
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