Self-regulated learning: the place of cognition, metacognition and motivation

Abstract

The aim of this paper is that readers get closer to a very common issue in psycho­logical literature in recent years: self-regulation and its role in the learning processes. Nowadays most psychological texts make reference to this concept at least in some pages; however, in many cases there is the sensation that the issue is not dealt with in depth. 
In the present work, we analyze every intersection field where self-regulated learning is present: cognition, metacognition and motivation. By means of the concepts and issues that emerge in each of these three fields we try to show that self-regulated learning is a comprehensive and ambitious study matter.