Self-Regulation in Education and Health

The objective of this Research Topic is to present recent international research and visions from the area of Educational Psychology. More specifically, we intend to present recent contributions of the application of self-regulated learning (SRL) to education and health. Self-Regulation refers to the general meta-ability to control our own thoughts, emotions, and actions. It is a person’s capacity to plan, monitor and direct their behaviour in changing situations. Past studies have demonstrated that self-regulation acts significantly both in health and in academic- and work-related success. Self-regulation can be understood as a process of a personal, behavioural, and contextual nature. Thus, behaviour regulation is essential for success at school. Empirical research has established clear evidence that self-regulation is an important variable for personal competency and autonomy, for daily life, for health to manage desire and temptations, to exercise emotional control, and to achieve success. In addition, it is related to strategies for coping with stress and with self-regulated learning. Self-Regulated Learning refers to the ability or specific meta-ability in learning to control our own thoughts, emotions, and actions in learning activities. In essence, this construct adopts the self-regulation postulates of Zimmerman by defining moments of planning, control, and thoughtful evaluation of one’s action in the learning situation.

In this Research Topic we welcome works of theoretical foundation, empirical contributions, and validations of instruments that allow conceptual and empirical progress. It is especially important to show the scope of empirical evidence in relation between self-regulation or self-regulated learning, education, and health.