Self-regulated learning, motivation and academic achievement

A growing number of studies show the relationship between self-regulated learning (that consist of (1) metacognitive strategies; (2) cognitive strategies; and (3) management and control of effort), motivation and academic performance. To promote student regulated and autonomous learning and positive achievement, however, knowledge metacognitive and cognitive strategies is not enought. Further, students must be motivated to use the strategies as well as control their cognition and effort.