At the core of our research is self-regulated learning, a process whereby learners take control over their learning and behavior. Students at lower grades in school, already, are confronted with this type of learning. For students at higher level grades in school or in higher education, self-regulated learning is omnipresent.

In essence, we capture conditions that lead to successful self-regulated learning. In particular, we address motivational and emotional processes that can support or hinder self-regulated learning.

Possibilities to support self-regulated learning are also subject of our research. Not only should the learners themselves receive help, but also the teachers should be supported in how they can best facilitate the self-regulated learning of learners.

In addition, we investigate factors that trigger procrastination (i.e., the postponement of tasks) and consequences that emerge due to procrastination such as low academic success and high study dropout.

Our research makes use of a wide range of quantitative and qualitative methods. The use of a variety of methods (e.g., longitudinal surveys over several semesters, Experience Sampling method) is intended to provide in-depth insights into the experience and behavior of learners.