Workdiamond2012

Stimulating Self-Regulated Learning in Primary Education: Encouraging Versus Hampering Factors for Teachers

Sabrina Vandevelde · Lies Vandenbussche · Hilde Van Keer

57 citations0/0 files storedProcedia - Social and Behavioral Sciences

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Teaching and Learning Methods Teacher Education and Leadership Studies Early Childhood Education and Development

Abstract

Self-regulated learning (SRL) has become an important educational goal. This study explores primary school teachers’ activities in stimulating SRL and teacher, class, and school-level determinants hereof. Results reveal that SRL is only stimulated limitedly. Teachers holding developmental educational beliefs and acknowledging the value of SRL report more SRL practices. Also teachers in higher grades and with smaller classes integrate SRL more often. At school level, a clear shared opinion on SRL is reported as an important stimulating condition. Perceived pressure of time and work, diversity between pupils, and limited teacher willingness to change one's practice are the most important barriers.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 57 citations exist upstream.

References

2002Becoming a Self-Regulated Learner: An Overview 2004A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students 1989Self-Regulated Learning and Academic Achievement 2001Classroom Applications of Research on Self-Regulated Learning 1997Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students 2008Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level 2005Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed?2005Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change

Cited by

2021A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes 2023Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning 2018School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education 2016

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.