Building bridges between two of the most influential research fields in educational psychology, self-regulation and cognitive load theory, is highly relevant but also challenging. The collection of papers in this special issue reflects this interplay by reviewing the still scarce base of empirical data in an impressively elaborated and profound way. The papers offer different perspectives on how to improve learning by stimulating both activities for self-regulation as well as for reflecting the mental effort which can be used in return for monitoring and regulation. They provide arguments for the two sidedness of the relationship of self-regulation and cognitive load: that cognitive load can cause self-regulation and that self-regulation can cause cognitive load. The common understanding of self-regulation in this issue is very much focused on monitoring and could benefit from a broader view by including the whole cycle of self-regulation and moderating motivational factors like self-efficacy, as proposed in many self-regulation models. The conceptualization of effort, as it is referred to in most of the papers, could also profit from a more differentiated view, which takes into account the origin of required or invested mental effort. Overall, what learners actually decide to do when dealing with self-regulation as well as with cognitive load highly depends on their resources. In an integrative model, the role of potential resources is discussed as a starting point for future research. This discussion invites for an even broader, more individualized, and differentiated view to add to the bridge-building attempts of this impressive collection of research.

在教育心理学，自我调节和认知负荷理论这两个最有影响力的研究领域之间架起桥梁是高度相关的，但也具有挑战性。本期特刊中的论文集以令人印象深刻的详尽深刻的方式回顾了经验数据的稀缺基础，从而反映了这种相互作用。这些论文就如何通过刺激自我调节活动和反映可用于监测和调节的精神努力来提高学习水平提供了不同的观点。他们为自我调节和认知负荷之间的关系的两个方面提供了论据：认知负荷可以引起自我调节，而自我调节则可以引起认知负荷。正如许多自我调节模型中所提出的那样，该问题中对自我调节的普遍理解非常集中在监测上，并且可以通过包括整个自我调节周期和调节动机因素（如自我效能感）而从更广阔的视野中受益。正如大多数论文所提到的那样，努力的概念化也可以从更加差异化的观点中受益，这种观点考虑了所需或投入的精神努力的起源。总体而言，学习者在应对自我调节和认知负担时实际决定做什么，很大程度上取决于他们的资源。在集成模型中，讨论了潜在资源的作用，作为将来研究的起点。讨论将引起更大范围，更个性化，