Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology



The problem of self-regulated learning, as well as designing effective technologies for the development of students’ self-regulation has remained relevant for many years. Foreign psychology has accumulated significant experience in theoretical comprehension and empirical verification of various models of self-regulated learning. The purpose of this article is to review the most well-known approaches to understanding self-regulated learning in foreign psychology, as well as to consider promising areas of research through the prism of already formed scientific ideas. The discussion is focused on the issues of differentiating the concepts of self-regulation and metacognition, the role of cognitive and motivational factors in self-regulation of the learning activity, сo-regulation, and the contextual factors influencing self-regulation. The authors substantiate the conclusion that in the modern conditions of education development, the study of self-regulated learning should include the analysis of different-level substructures of regulation, since regulation of the effective goal achievement requires the involvement of various psychological resources of a person.

General Information

Keywords: self-regulated learning, metacognition, motivation, self-efficacy, goal achievement

Journal rubric: Educational Psychology

Article type: review article


For citation: Fomina T.G. Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 3, pp. 27–37. DOI: 10.17759/jmfp.2022110303. (In Russ., аbstr. in Engl.)


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Information About the Authors

Tatiana G. Fomina, PhD in Psychology, Leading Researcher, Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:



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