SELF-REGULATION IS UBIQUITOUS BUT ITS FORMS VARY WITH KNOWLEDGE

Six eminent educational psychologists raised significant issues about my hypotheses concerning inherent details in self-regulated learning ( SRL). In this rejoinder, I address seven broad questions: Is social in teraction intrinsic to SRL? Do novices self-regulate learning? What is effort's role in SRL? What roles do goals play in SRL? How does SRL d evelop? What role does affect have in SRL? What can be done with model s and principles? My answers to these questions are partial and provis ional, pending further empirical studies, but they align with my initi al theses that SRL (a) is inherent in learning, (b) is more alike than different from cognition in general, and (c) need not involve deliber ation once procedural knowledge that comprises self-regulation has bec ome thoroughly automated.