Resumen: In recent years, self-regulated learning has been one of the most prolific research
topics in the field of Psychology and Education. Researchers in this field rely on
benchmark studies beginning with the now classic work by Zimmerman and Schunk
(2001), and continuing through the most recent studies (Dettori & Persico, in press;
Schunk & Zimmerman, 2008, Zimmerman, 2008), not to mention studies produced by
Pintrich (Boekaerts, Pintrich & Zeidner, 2000) until the time of his passing (Limón,
2004).
The collateral impact of this topic on other lines of research has been significant,
with influence in areas related to development, learning, teaching (Valle, Núñez,
Cabanach, González-Pienda & Rodríguez, 2008), and competencies (Elliot & Dweck,
2007)
This scientific production has progressively expanded to different spheres of
both theory and application. The objective of this International Handbook on Applying
Self-Regulated Learning in Different Settings is to give an overview of the current state
of research and applied practice at different educational levels, as endorsed by
researchers specializing in this field. Contributions have been organized into different
sections to accomplish this purpose.
