Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather than hinder self-regulated learning in students. Taken together, the contributions of the current Special Issue highlight self-regulated learning as a critical skill at all levels of education, which can be promoted through structured training programs, various uses of feedback, and addressing misconceptions about self-regulated learning from (pre-service) teachers.

自我调节学习是监控和调节您的学习活动的能力，在日益复杂和数字化的世界中至关重要，无限量的信息触手可及。本期特刊重点介绍了五篇文章和一份报告，它们为教师在各种教育环境中有效促进自我调节学习提供了不同的方法：培训、反馈和解决教师的误解。这篇社论是一篇简明的评论文章和对本期内容的介绍。培训项目经常教授有关有效学习策略的信息。因此，贝尼克等人。(2021) 发现，与没有实施这些支持时相比，当老师提供直接策略指导并结合学习日记时，学生报告使用了更多的学习策略。然而，在这项研究中，没有观察到对学业成绩的转移效应。请注意，重要的是激发学生参与这些培训课程和教授的学习策略。因此，van der Beek 等人。(2021) 对高中生毕业前最后一年的调查表明，“有动力”的学生更常参加自愿、自我调节的学习培训。然而，实用价值和实施意图干预并没有增加参与的可能性。麦克丹尼尔等人。(2021) 报告了一个理论培训框架，解决了自我调节学习的多个组成部分。然后，作者测试了基于此框架的试点大学课程：目标是学习策略有效性的知识和信念，同时努力促进学生对应用这些策略的承诺和计划（知识-信念-承诺-计划框架；McDaniel和爱因斯坦，2020 年）。另一种促进自我调节学习的方法是提供 对学习策略有效性的知识和信念是有针对性的，同时努力促进学生对应用这些策略的承诺和计划（知识-信念-承诺-计划框架；麦克丹尼尔和爱因斯坦，2020 年）。另一种促进自我调节学习的方法是提供 对学习策略有效性的知识和信念是有针对性的，同时努力促进学生对应用这些策略的承诺和计划（知识-信念-承诺-计划框架；麦克丹尼尔和爱因斯坦，2020 年）。另一种促进自我调节学习的方法是提供反馈和有效处理和利用它的机会。Bürgermeister 等。(2021) 开发了一种有效的在线工具，支持职前教师评估同伴学习者对有效学习策略的自我调节使用情况并提供反馈。Kuepper-Tetzel 和 Gardner（2021）展示了如何通过暂时扣留大学生的成绩以支持首先访问和参与反馈来增强对反馈的自我调节处理。最后，教师对学习的误解可以影响教师在多大程度上支持学生学习如何学习。作为第一步，为了解决这些误解，Eitel 等人。(2021) 开发并通过心理测量评估了关于多媒体学习问卷 (MMLQ) 的误解。作者使用 MMLQ 表明，（职前）教师认可四分之三的自我调节多媒体学习常见误解，有可能设计教学设备来反驳它们，从而促进而不是阻碍学生的自我调节学习。总而言之，当前特刊的贡献突出了自我调节学习作为各级教育的一项关键技能，可以通过结构化培训计划、反馈的各种使用、