Three paradigms of inquiry into self-regulated learning (SRL): a critical analysis and ways to transformative and integrated practices

This paper aims to review and conceptualize how researchers with different human interests understand and approach self-regulated learning (SRL) for their specific purposes. In this narrative literature review, three paradigms of inquiry into SRL guided by Habermas's three human interests (i.e., technical interests, practical interests, and critical/emancipatory interests) are presented in an interpretive way. It was found that, with various human interests, researchers' definitions of SRL, the understandings of the roles of students and social contexts, inquiry interests and intentions, and the methodologies adopted vary. By incorporating Habermas's three human interests into SRL inquiries, this article offers a comprehensive and critical narrative review of the three paradigms in SRL. Discussions about the extension of the established paradigm and the alternative approaches to SRL, emancipatory transformative practices, and the strengths and weaknesses of the three paradigms and their integrated application provide insights and implications for SRL research and practices.