Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

The conceptualization of self-regulated learning (SRL) has been profoundly articulated in recent special issues focused on the similarities and distinctions between SRL and related phenomena like self-regulation, metacognition, and motivation as well as the development of new environments and methods that improve SRL research (Alexander 2008; Azevedo 2005a, 2005b, 2007; Azevedo and Hadwin 2005; Greene and Azevedo 2010; Gress and Hadwin 2010;...