This paper reviews six models of self-regulated learning (SRL) and compares them in terms of their history, development, empirical support, and instruments. The models analyzed are those by Zimmerman, Boekaerts, Winne and Hadwin, Pintrich, Efkides, and Hadwin, Järvelä, and Miller. Each model is explored in detail, including its historical context, conceptual framework, empirical evidence, and measurement tools. The models are then compared based on citations, phases and subprocesses, conceptualization of (meta)cognition, motivation, and emotion, top-down/bottom-up processing, automaticity, and context. The review highlights the integrative and coherent framework provided by these models for research and education, emphasizing the differential effects of SRL models based on students' developmental stages or educational levels. Four future research directions are proposed to enhance students' learning and SRL skills. The paper concludes that SRL models offer a comprehensive approach to understanding and improving learning outcomes.This paper reviews six models of self-regulated learning (SRL) and compares them in terms of their history, development, empirical support, and instruments. The models analyzed are those by Zimmerman, Boekaerts, Winne and Hadwin, Pintrich, Efkides, and Hadwin, Järvelä, and Miller. Each model is explored in detail, including its historical context, conceptual framework, empirical evidence, and measurement tools. The models are then compared based on citations, phases and subprocesses, conceptualization of (meta)cognition, motivation, and emotion, top-down/bottom-up processing, automaticity, and context. The review highlights the integrative and coherent framework provided by these models for research and education, emphasizing the differential effects of SRL models based on students' developmental stages or educational levels. Four future research directions are proposed to enhance students' learning and SRL skills. The paper concludes that SRL models offer a comprehensive approach to understanding and improving learning outcomes.