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Self-regulation and learning are fundamentally dynamic phenomena that occur at the within-person level and unfold over time. However, the majority of the extant empirical research on self-regulated learning has been conducted at the between-person level, which can obscure the true nature of interrelationships among self-regulatory mechanisms. In the present study, we seek to advance a more nuanced view of the role of self-regulation in modern training and development by presenting a novel theoretical perspective that integrates cognitive, motivational, and behavioral mechanisms central to the literature on active learning with the more dynamic theoretical principles and mechanisms underlying stage-based cognitive models of skill acquisition. Hypotheses derived from this model were tested in a laboratory study with 305 participants who practiced a dynamic computer game involving strong cognitive and …