Abstract: This paper reviews the theoretical development of the concept of self-regulated learning. There are also presented the empirical evidence from psychological research conducted in relation to the specifics of Self-Regulated Learning in Bulgarian academic environment. The results can be used to further reflection on the possibilities of optimization of Self-Regulated Learning of Bulgarian students.

Key words: Self-regulated learning; Course perceptions, Academic environment, Approaches to learning, Locus of control.

Rhetoric and Communications E-journal, Issue 16, January 2015, rhetoric.bg/, journal.rhetoric.bg, ISSN 1314-4464

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