SUMMARY
Many changes in the concept of educational psychology right now, so that self-regulated learning has been a major focus of research. There are some similarities that emerge from different theoretical concepts that exist in learning self-regulation. Model self-regulated learning is rooted in a broader conception of the development of self-regulation has been associated with a variety of domains to understand how active a person's role, objectives and reflect on their own function or behavior. Contemporary models of self-regulated learning proposing that the self-regulated learning is influenced by social factors and contextual, so it supports the perspective of social-cognitive most well understood is the reciprocal relationship, where cognitive personal factors, environment and behavior interact by way of reciprocity. The interrelationship, which includes the social environment and a variety of learning contexts, is as fundamental social cognition. The neighborhood has a significant impact on development, and also affects actualizing self-regulated learning. Seeing the cognitive and social perspective, requires the assumption that the social and the self is seen as a separate entity, while the role of social and environmental factors are factors to influence students and provide opportunities for the development of self-regulated learning skills. The theoretical framework of self-regulated learning assumes that social factors as a central factor.