The intersection between depth and the regulation of strategy use

 The focus of most educational research is to address how learners move towards more effective problem-solving or how learning during a task can be more facilitative to help those learners effectively solve future problems. The multitude of processes that individuals engage in during problem-solving or learning has been at the heart of empirical and theoretical inquiry designed to uncover how learners' processing can best be facilitated to maximize educational and problem-solving outcomes. Lines of inquiry that are bound by type of process (e.g., self-regulatory processing versus metacognitive processing) or bound by a certain theoretical frame or model (e.g., Approaches to Learning versus Self-regulation) have led to mixed findings with regard to how different types of processing influence learning outcomes both across (e.g., Dinsmore & Alexander, 2012) and within certain theoretical frameworks or models (e.g., Asikainen & Gijbels 2017).