A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational beliefs are emphasized as an improvement in the modified framework. Also, the limitations of current SRL frameworks in terms of full SRL are identified. On the basis of these limitations, we discuss the potential of SRL for the information-age paradigm of education as well as implications for pedagogical thinking for teaching students to be more self-regulated.
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