Abstract: Examines several areas of theory and empirical research that are not prominently cited in educational psychology's research into self-regulated learning (SRL). These areas reveal new details of what SRL is and how students develop productive SRL. Data suggest that nondeliberative, knowledge-based elements are inherent in the processes of SRL, and in learning more generally. Several topics for future research are sketched based on an assumption that learning effectively by oneself will remain a goal of education and can be an especially revealing context in which to research SRL.
