Determinants of Teachers' Recognitions of Self-Regulated Learning Practices in Elementary Education

Abstract

The authors examined the relations among teacher characteristics, contextual factors, and the recognition of self-regulated learning (SRL). Participants of the survey study were 172 elementary school teachers in the Brussels Capital Region and surrounding area (Belgium). The authors assessed the interrelations of several measures on personal teacher and school context levels. The recognition of SRL is mostly linked to personal teacher characteristics. Although personal factors appear to be more important than contextual factors, the authors argue that researchers should not neglect the latter variables. Last, the authors consider some methodological issues and potential paths for future research.

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