Considering the cognitive and social dimension as equally balanced and interdependent has become increasingly important in constructivist learning designs. This may not be due to changes in the conceptualizations of learning, but mainly is concerned with developments outside of learning theories, such as the role of technology or changes in learners and teaching methods. In spite of these developments, however, self-regulated learning still is focused on a static individual level, neglecting the importance of an integrative (situative) perspective and therefore situational factors (i.e., learning context). In this thesis, self-regulated learning is investigated from a situative perspective, including aspects and properties relevant to constructivist learning designs as well as the conceptualization of learning context. On the basis of these findings, a learning tool is proposed and evaluated with respect to its applicability and usefulness in real learning situations. The results indicate potential benefits to self-regulated learning when being provided with situative learning support. In particular, the relevance of the social dimension and learning context respectively could be demonstrated.