The context of Educational Psychology has seen profound changes over the last 30 years; due to these, self-regulated learning has become a current focus for research, and one of the essential axes of educational practice. Since Zimmerman and Schunk's (1989) publication, "Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice," a great deal of research on self-regulated learning has been undertaken. Taking these and other current publications as our reference, this paper's objective is to gather the main concerns being addressed in studies on self-regulated learning. In addition, we highlight a series of directions that may guide future research in this field. (Contains 6 footnotes and 2 tables.)