Il n'y a pas de définition simple et univoque du concept d'apprentissage autorégulé. Des théoriciens de psychologie de l'éducation ont réduit l'éventail des aptitudes des élèves à s'autoréguler en se focalisant sur le versant scolaire de l'éducation, à savoir l'acquisition des connaissances et les objectifs de réussite. Toutefois, le monde complexe de l'étude en classe engendre une situation où différents buts entrent en concurrence aux yeux des élèves. Le modèle d'autorégulation à double processus de Bookaerts montre que les deux objectifs que sont l'étude et le bien-être interagissent. Nous estimons que lorsque les élèves ont accès à des stratégies autonomes bien au point se traduisant par de bonnes habitudes de travail, ils ont une plus grande probabilité de se motiver pour les études et de sauvegarder leur bien-être quand une source de stress bloque l'apprentissage.There is no simple and straightforward definition of the construct of selfregulated learning. Theorists in educational psychology have narrowed the scope of students' capability to self-regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situation in which different goals compete for students' attention. Boekaerts' dual processing self-regulation model describes how learning goals interact with well-being goals. We propose that when students have access to well-refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well-being track when a stressor blocks learning. Shifting definitions of SRL have led to changing measurement procedures; researchers moved away from decontextualised measures of SRL to domain-specific measures and then on to context-sensitive measures. The validity and reliability of the first generation of SR assessment has been limited and several issues remain. Recently, researchers have designed assessment packages including new instruments that better

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Self-regulated learning has emerged as a powerful new learning theory that is able to promote the transfer of knowledge and skills to real-life situations and make students more independent of their teachers in extending and updating their knowledge base. In recent years, many researchers have shown an interest in developing a theory of self-regulated learning. Considerable research has been generated, but the concept is still too broadly defined and its basic foundations remain poorly understood. The purpose of this paper is to examine the theoretical underpinnings of two strongly related aspects of self-regulated learning that have, until recently, been studied in a relatively isolated fashion. The conceptual framework that is presented in this paper highlights the parallel and reciprocal relationships between components of the cognitive and motivational repertoire and centers on three levels of these repertoires: domain-specific knowledge, strategy use, and goals.

In this article, we address four main questions, including: What is self-regulated learning for? What key strategies do students need to guide and direct their own learning process? What cues in the learning environment trigger self-regulation strategies? What can teachers do to help student to self-regulate their learning, motivation, and effort in the classroom? We illustrate that answers to these questions have changed over time and that changing conceptualizations of the self-regulation process have influenced the assessment tools that were used. We also point to changing classroom conditions as a factor that has affected the assessment of self-regulation. Finally, we formulate some questions that need to be tackled in research on self-regulation and introduce the articles and commentaries in the special issue that provide some cutting-edge work on the use of assessment to register selfregulation over time.

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