Abstract
In recent years, there has been a growing interest in «self–regulated learning» among researchers in psychology and pedagogy. However, at the moment there is no consensus of what it meant by it. The diversity of views resulted in a number of different measures. This paper presents a review of the most common questionnaires measuring self–regulated learning. The author analyses such questionnaires’ characteristics as theoretical background, internal structure, and validity. The analysis reveals that all of the questionnaires are based on different internal structures, which reflect authors’ ideas about self-regulated learning. Finally, the conclusion gives the recommendations for choosing a questionnaire and identifies the areas for further research.
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