Reference	Characteristic	Description
Winne and Perry(2000) [12]	Effective strategy employment	SRL displays properties of an aptitude, which comprises two main dimensions, metacognitive knowledge and metacognitive monitoring.
Zimmerman and Schunk (2001) [7]	Operant	Operant theories explore the ways in which delayed gratification can regulate learning.
	Phenomenological	These theories regard self-regulated learning in terms of self-identities and how they affect the shaping of goals and approaches to learning.
	Information processing	Information-processing theories describe self-regulation in terms of feedback loops and self-monitoring.
	Social cognitive	These theories consider self-regulation in connection to goal setting, expectancies, and self-efficacy.
	Volitional	Volitional theories see self-regulation in terms persistence and maintaining attention in the face of distractions.
	Vygotskian	Vygotskian theories view self-regulation through the lens of sociocultural theory.
	Constructivist	These theories construe self-regulation as a function of the various strategies and theories learners construct in order to tackle learning challenges.
Zimmerman and Tsikalas (2005) [13]	Cyclical process	SRL as a cyclical process with three phases: 1) The forethought phase: self-regulated students engage in metacognitive processes (i.e., task analysis, goal setting, and strategic planning) and self-motivational processes (task interest, values, intrinsic interest, self-efficacy).
		2) The performance phase: engage in metacognitive strategies (e.g., self-instruction, attention focusing), behavioral strategies, metacognitive monitoring and behavioral recording.
		3) The self-reflection phase: reflect upon and react to their performance (e.g., causal attributions for success; feelings of satisfaction).
Steffens (2006) [14]	Regulating cognitive, Motivational strategies, Domain-specific knowledge, Specific learning environments	SRL involves three steps: 1) Planning (including goal setting, assessment of internal and external resources and selection of appropriate strategies).
		2) Execution and monitoring (implementation of strategies, monitoring their success, possibly choosing a different strategy).
		3) Evaluation (of the learning outcome).