Self-regulated Learning: Critical-realistic Conceptualization

The paper deals with self-regulated learning from the perspective of critical-realistic philosophy. In this respect, it is focused on existing models of self-regulated learning, which it re-conceptualizes through the current categories of critical realism. We draw from the latest works by Bhaskar, Harré and Elder-Vass. Although there has recently been a relatively broad critique of methodology used to evaluate self-regulation, very little space has been devoted to epistemology and ontology. We believe that the criticism of the existing ontology and epistemology of self-regulated learning and its reconceptualization in the light of critical-realistic philosophy could contribute significantly to the development of a heuristics theory of self-regulated learning.