Self-regulation is ubiquitous but its forms vary with knowledge

AbstractSix eminent educational psychologists raised significant issues about my hypotheses concerning inherent details in self-regulated learning (SRL). In this rejoinder, I address sewn broad questions: Is social interaction intrinsic to SRL? Do novices self-regulate learning? What is effort's role in SRL? What roles do goals play in SRL? How does SRL develop? What role does affect have in SRL? What can be done with models and principles? My answers to these questions are partial and provisional, pending further empirical studies, but they align with my initial theses that SRL (a) is inherent in learning, (b) is more alike than different from cognition in general, and (c) need not involve deliberation once procedural knowledge that comprises self-regulation has become thoroughly automated.