Integrating the two dominant theories of self-regulated learning (SRL) and cognitive engagement could advance our understanding of what makes students more efficient, effective learners. An integration of these theories has yet to be explored, and this paper addresses this gap by proposing a novel integrative model of SRL engagement. Specifically, we identified the nature of cognitive engagement (i.e., changing consecutively, context-dependent, comprising quantitative and qualitative dimensions, occurring consciously or unconsciously), based on which we compared the conceptual differences and similarities between cognitive engagement and SRL. We reviewed three models that have investigated cognitive engagement within the frameworks of SRL, analyzed their features and weaknesses, and proposed an extension of previous models linking SRL and cognitive engagement. The proposed model is one of the first to clarify the mechanisms of how SRL phases and subprocesses relate to the functioning of cognitive engagement. In addition to adding to the theoretical discussions of the relations between cognitive engagement and SRL, the model informs the design of adaptive scaffoldings and the practice of learning analytics. Several recommendations are presented for future research in this area to test this new model empirically.

整合自我调节学习 (SRL) 和认知参与这两个主要理论可以加深我们对什么使学生更高效、更有效的学习者的理解。这些理论的整合还有待探索，本文通过提出一种新的 SRL 参与整合模型来解决这一差距。具体来说，我们确定了认知参与的性质（即，连续变化、依赖于上下文、包括定量和定性维度、有意识或无意识地发生），在此基础上我们比较了认知参与和 SRL 之间的概念差异和相似之处。我们回顾了在 SRL 框架内研究认知参与的三个模型，分析了它们的特征和弱点，并提出了将 SRL 和认知参与联系起来的先前模型的扩展。所提出的模型是第一个阐明 SRL 阶段和子过程如何与认知参与的功能相关的机制。除了增加认知参与和 SRL 之间关系的理论讨论之外，该模型还为自适应脚手架的设计和学习分析的实践提供了信息。为该领域的未来研究提出了一些建议，以根据经验测试这种新模型。该模型为自适应脚手架的设计和学习分析的实践提供了信息。为该领域的未来研究提出了一些建议，以根据经验测试这种新模型。该模型为自适应脚手架的设计和学习分析的实践提供了信息。为该领域的未来研究提出了一些建议，以根据经验测试这种新模型。