An overview of the literature on leading models of self-regulated learning in the United States and Russia is presented in an effort to identify, compare, and contrast the most current views in the two countries on the nature and structure of the phenomenon. We have chosen six models that have been extensively cited in current American and Russian research literature and have empirical studies that support them. They differ to some extent in theoretical stance, definitions of the construct, and the components included in the models, but at the same time, they share important underlying characteristics.
THE AMERICAN MODELS OF SELF-REGULATED LEARNING
THE RUSSIAN MODELS OF SELF-REGULATED LEARNING