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Teacher beliefs, knowledge, and practice of self-regulated learning

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References

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2001Promoting General Metacognitive Awareness1,245 cited
2011Qualitative Inquiry in Clinical and Educational Settings

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Cited by

2018Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning180 cited
2016Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts138 cited
2020„Langsam vermisse ich die Schule ...“133 cited
2023Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition128 cited
2020Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner127 cited
2016Assessing teachers' metacognition in teaching: The Teacher Metacognition Inventory127 cited
2018How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning116 cited
2016On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings109 cited
2021A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes88 cited
2018The influences of self-regulated learning support and prior knowledge on improving learning performance86 cited
2019Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective84 cited
2020Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach83 cited
2024Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions82 cited
2016What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy78 cited
2021Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers75 cited
2020Bridging Secondary and Higher Education. The Importance of Self-regulated Learning70 cited