Abstract
Self-regulated learning is an important multidimensional construct in contemporary Educational Psychology, since it encompasses several dimensions essential to strategic learning. It has received increased attention from researchers and educators. In this sense, this article aims to reflect upon the contributions, limitations, and challenges of this theoretical framework in educational contexts in Brazil, Portugal, and the United States. More precisely, it aims to identify its main authors, areas, variables, and most researched domains. It also intends to characterize the main types of research designs, the most used instruments, the impact of the theme on publications and on the organization of events, as well as to examine its current challenges and future paths. We hope to contribute to a better understanding of self-regulated learning in different cultures, as well as to make useful considerations that can guide pedagogical practices and formative actions in Education.
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