This paper presents a framework for self-regulated learning (SRL) that is based on the conceptualisation of prominent constructs in the literature. To explore opportunities that promote SRL in educational contexts, it is necessary to frame conceptually the influences that empower individuals to think and feel as active participants in their learning processes. The SRL fundamentals clarify how learners construct and rationalise goals, and accept responsibility for monitoring cognition, motivation and behaviour to realise their capabilities. The framework invites future research and reflection by providing: a conceptual lens for data analysis; and an innovative representation for educators to reflect on practices.