Educational psychology (2010–2025): living a paradigm change in the study of self-regulated learning behavior

The course of research into self-regulation (SR) and self-regulated learning (SRL) has shifted over the last fifteen years. Works with an exclusively intra-subject focus have more recently given way to works whose perspective is inter-subject, and the combination of personal and contextual regulation has come to be seen as especially important in explaining SR and SRL. Against that background, it seems worthwhile to describe recent significant advances in the area and to identify aspects that have yet to be fully explored and that require immediate and future investigation. The objectives of this report are: (1) to present the evolution of different relevant theoretical models on self-regulation in learning; (2) to identify the principal reasons for the change and shift in research focus; (3) to identify new paradigms put forward by authors and their applicability; and, (4) to enumerate present and future challenges in this research area. The authors thus hope to provide a synthesis of the development of SR and SR-ER theories, with particular attention to indices of combined behavior regulation (ICR) as a strategic tool for the analysis and evaluation of human behaviors.