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

Year: 2012

Type: conference-paper

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.

Source: Procedia - Social and Behavioral Sciences

DOI: 10.1016/j.sbspro.2012.12.099

Authors: Sabrina Vandevelde, Lies Vandenbussche, Hilde Van Keer

Institution: Ghent University

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W2079795160

FWCI: 0.7

Cites: 24

Cited by: 57

Related to: 10