title: A Framework for Evaluating and Enhancing Alignment in Self-Regulated Learning Research.
abstract: We discuss the articles of this special issue with reference to an important yet previously only implicit dimension of study quality: alignment across the theoretical and methodological decisions that collectively define an approach to self-regulated learning. Integrating and extending work by leaders in the field, we propose a framework for evaluating alignment in the way self-regulated learning research is both conducted and reported. Within this framework, the special issue articles provide a springboard for discussing methodological promises and pitfalls of increasingly sophisticated research on the dynamic, contingent, and contextualized features of self-regulated learning.
authors.affiliation: University of Nebraska - Lincoln.
authors.forename: Amy L
authors.initials: AL
authors.lastname: Dent
authors.affiliation: Duke University.
authors.forename: Rick H
authors.initials: RH
authors.lastname: Hoyle
keywords: reporting standards; self-regulated learning
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