Almost anything worth doing takes effort, so it is no surprise that effort has played such a central role in how researchers, theoreticians, instructors, and even students think about student learning and achievement. In this special issue, the authors of the target articles explore the importance of effort to students’ self-regulated learning within multiple domains. To further support research progress on effort, we distinguish between objective effort as a direct causal agent of learning gains and effort as a student perception. We argue that understanding effort as a student perception shows promise for discovering ways to improve self-regulated learning and student achievement. In developing these arguments, we consider the contribution of the target articles to five themes relevant to metacognitively driven self-regulated learning, with the aim of fostering progressive research programs aimed at revealing the potential roles of effort in student achievement.

几乎所有值得做的事情都需要付出努力，因此毫不奇怪的是，努力在研究人员，理论家，讲师乃至学生对学生学习和成就的思考中起着如此重要的作用。在本期特刊中，目标文章的作者探讨了努力对学生在多个领域进行自我调节学习的重要性。为了进一步支持关于努力的研究进展，我们将客观努力和学习成果作为学生学习成果的直接因果关系加以区分。我们认为，将学习努力理解为学生的知觉，显示出有望发现改善自我调节学习和学生成就的方法的希望。在提出这些论点时，我们考虑目标文章对与元认知驱动的自我调节学习有关的五个主题的贡献，