“…Support for this assumption comes from studies that have shown that providing novice learners with control over their learning process may have beneficial effects on their motivation or involvement (e.g., Corbalan et al, 2008;Schnackenberg & Sullivan, 2000), but has detrimental effects on learning outcomes when compared to teacher or computer controlled fixed or personalized instruction (see e.g., Azevedo et al, 2008;Lawless & Brown, 1997;Niemiec et al, 1996;Williams, 1996). Beneficial effects on learning outcomes attained through selfregulated learning have been found mainly for learners with higher levels of prior knowledge (Lawless & Brown, 1997;Moos & Azevedo, 2008b, 2008cNiemiec et al, 1996;Scheiter & Gerjets, 2007;Schnackenberg & Sullivan, 2000;Steinberg, 1989), who, as mentioned above, are better able to monitor and assess their own performance than novices. In addition, Kostons et al (2010) investigated whether secondary education students who differed in the amount of knowledge gained from studying in a selfregulated learning environment, also differed in self-assessment and task-selection skills.…”