Table 2.

Components of self-regulated learning (SRL) considered in static models.

Garcia and Pintrich (1994)	Boekaerts (1996b)	Winne and Hadwin (1998)	Pintrich et al. (2000)	Efklides (2006, 2008)
Beliefs about task/class: - Goal orientation - Personal interest - Classroom norms Self-schemas: - Affect [self-esteem] - Temporal sign [past, present future selves] - Efficacy - Value/centrality [placed on the task]	Metacognitive knowledge and motivational beliefs [domain specific knowledge related to tasks]: - Beliefs, attitudes, and values - Strategy beliefs - Capacity beliefs - Goal orientation	Conditions: - Interest - Goal orientation - Learning styles - Time constraints - Available resources - Knowledge of tactics - Task knowledge - Subject matter expertise Products: - Task definition - Goals & plans - Tactics enacting - Adaptation Standards: - Ideal, optimal, or satisficing states in relation with the task, objective(s) and plans, studying tactics, and adaptations	Metacognitive knowledge: - Knowledge of cognition and cognitive strategies - Knowledge of tasks and contexts - Knowledge of self	Metacognitive knowledge: Ideas, beliefs, theories of person/self, task, strategies, goals, cognitive functions, validity of knowledge, theory of mind
Conceptual knowledge: - Content knowledge - Disciplinary knowledge Metacognitive knowledge: - Regarding tasks - Regarding strategies	Content domain: - Conceptual knowledge - Procedural knowledge - Misconceptions - Inert knowledge
Motivational strategies - Self-handicapping - Defensive pessimism - Self-affirmation - Attributional style	Motivational regulatory strategies - Mental representation of behavioral intention - Linking behavioral intention to action plan - Maintaining action plan in the phase of obstacles and competing action tendencies - Disengaging action plan and behavioral intention Motivation strategies - Create learning intention - Coping processes to alter stressors and to reduce negative emotion - Prospective and retrospective attributions - Effort avoidance - Using social resources	Operations: - Searching - Monitoring - Assembling - Rehearsing - Translating	Self-regulation and control: - Planning activities - Strategy selection and use - Allocation of resources - Volitional control	Metacognitive skills: Conscious, deliberate activities and use of strategies for: Effort allocation, time allocation, orientation/monitoring of task requirements/demands, planning, check and regulation of cognitive processing, evaluation of the processing outcome
Regulatory learning strategies - Goal-setting - Planning - Monitoring - Self-testing Cognitive learning strategies - Rehearsal - Elaboration - Organization Results - Effort (quantity and quality) - Self-schema activation/restructuring - Knowledge activation/restructuring - Choice - Persistence - Academic performance	Cognitive regulatory strategies - Mental representation of learning goals - Design of action plan - Monitoring progress and evaluation goal achievement Cognitive strategies - Selective attention - Decoding - Rehearsal - Elaboration - Structuring - Generating questions - Activation of rule(s) + application - Repair: reapply a rule, search for a new rule, decide that no rule is available - Proceduralize a skill
		Evaluations: Judgments about the task, objective(s) and plans, studying tactics, and adaptations	Metacognitive judgments and monitoring: - Task difficulty or ease of learning judgments - Learning and comprehension monitoring or judgments of learning - Feeling of knowing - Confidence judgments	Metacognitive experiences: Feelings of familiarity, difficulty, knowing, confidence, satisfaction Judgments/estimates: of learning, source memory information, estimate of effort, estimate of time Online task-specific knowledge Task features Procedures employed