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Cited by 1Innovative Teaching and Learning MethodsEducation, Achievement, and GiftednessEducational Strategies and Epistemologies

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A Conceptual Framework to Integrate Research Programs on Self-Regulation in Education

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Wortha, Franz, Gerjets, Peter, Azevedo, Roger, Bernacki, Matthew, Brucker, Birgit, Bühler, Babette, Ehlis, Ann-Christine, Kasneci, Enkelejda, Miyake, Akira, Murayama, Kou, Nagengast, Benjamin, Roberts, Brent, Tibus, Maike, Trautwein, Ulrich·2026·Educational Psychology Review
DOI 10.1007/s10648-026-10196-7PMC PMC13454015
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Abstract

Self-regulation (SR) has emerged as a pivotal construct in educational research, yet its diverse theoretical accounts often lack comprehensive integration. This paper addresses this by proposing an integrative conceptual framework that consolidates four core research traditions on SR in educational settings, each emphasizing distinct underlying mechanisms: (1) Stable Dispositions (e.g., personality traits; Matthews et al., 2009; Roberts et al., 2007; Song et al., 2020), (2) Limited Resources (e.g., working memory capacity and executive functioning; Friedman & Miyake, 2017; Paas et al., 2003; Sweller, 1994), (3) Driving Forces (e.g., motivation, interest, and affect; Eccles & Wigfield, 2002; Hidi & Renninger, 2006; Trautwein et al., 2019), and (4) Learning Activities (e.g., self-regulated learning, cognitive and metacognitive strategies; Winne & Hadwin, 1998; 2008; Zimmerman, 2000). By synthesizing these perspectives, our framework positions SR as a dynamic, interdependent system, emphasizing how interactions and compensatory mechanisms explain individual differences and influence learning outcomes. We further argue for an integrative methodological toolkit, leveraging advanced machine learning and computational models, to capture the multi-level, temporal, and social dynamics inherent in SR. This holistic approach is crucial for advancing a comprehensive and ecologically valid understanding of SR in educational contexts.

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  15. Wolters, C. A. (2010). Self-regulated learning and the 21st century competencies Self published.

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Metadata

Authors
Wortha, F., Gerjets, P., Azevedo, R., Bernacki, M., Brucker, B., Bühler, B., Ehlis, A.-C., Kasneci, E., Miyake, A., Murayama, K., Nagengast, B., Roberts, B., Tibus, M., & Trautwein, U.
Affiliations
  • Loughborough University (GB)
  • Leibniz-Institut für Wissensmedien (DE)
  • University of Central Florida (US)
  • University of North Carolina at Chapel Hill (US)
  • Technical University of Munich (DE)
  • Universitätsklinikum Tübingen (DE)
  • University of Colorado Boulder (US)
  • University of Tübingen (DE)
  • University of Illinois Urbana-Champaign (US)
Corresponding author
  • Wortha, Franz
  • Gerjets, Peter
ORCID
Venue
Educational Psychology Review
Publisher
Springer Science and Business Media LLC
Published
2026-08-10
Volume
38
Issue
1
Pages
110-110
ISSN
  • 1040-726X (ISSN-L)
  • 1573-336X
DOI
10.1007/s10648-026-10196-7
PMC
PMC13454015
OpenAlex
W7202050467
Cited by
0
References
212
FWCI
0.00
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Psychology Review (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • PubMed Central (publishedVersion, cc-by)
Funders
  • Economic and Social Research Council (ES/W002914/1)
  • Exzellenzinitiative des Bundes und der Länder (GSC1028)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
self-regulation, conceptual framework, personality traits, resource constraints, working memory capacity, executive function, motivation, interest, affect, student self-regulation, metacognitive strategies, individual differences, compensatory mechanisms, machine learning, computational modeling

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