In this article, I provide the first publication thoroughly detailing how the theoretical foundation for the self-regulated strategy development (SRSD) instructional model was developed. I explain the development of the theoretical base for the SRSD model of instruction and the initial focus on writing instruction. I detail the reasoning and research that provided the base for the theory underlying the SRSD model of instruction. The theoretical base relies, in part, on both theoretical integration and triangulation; I define and provide examples of each process. I address the role of multiple theories, early studies, and iterations that led to the current SRSD instructional model. The tenets of the theoretical base, theoretical principle, and four initial and foundational research questions for the SRSD instructional model are detailed. Research regarding the four initial research questions is summarized, demonstrating the tenets and theoretical principle behind the SRSD model of instruction are valid and meaningful. A sizeable body of research across multiple countries indicates moderate to large effect sizes across many outcomes of SRSD instruction in writing and other complex learning areas. Finally, I address both directions for future research and significant challenges in scaling up SRSD instruction, including paradigm wars and other barriers.

在本文中，我提供了第一篇出版物，详细介绍了自我调节策略发展（SRSD）教学模型的理论基础是如何发展的。我解释了 SRSD 教学模型的理论基础的发展以及对编写教学的最初关注。我详细介绍了为 SRSD 教学模式的理论奠定基础的推理和研究。理论基础部分依赖于理论整合和三角测量；我定义并提供每个过程的示例。我阐述了多种理论、早期研究和迭代的作用，这些理论、早期研究和迭代形成了当前的 SRSD 教学模式。详细介绍了SRSD教学模式的理论基础、理论原理和四个初步和基础性研究问题。对四个初步研究问题的研究进行了总结，证明了 SRSD 教学模式背后的原则和理论原则是有效且有意义的。多个国家的大量研究表明，SRSD 写作和其他复杂学习领域教学的许多成果产生了中等到大的影响。最后，我讨论了未来研究的两个方向以及扩大 SRSD 教学的重大挑战，包括范式之争和其他障碍。