Abstract
ABSTRACT Research indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers therein. Specifically, revealing correlates of teachers’ engagement in SRL classroom activities is desirable. The study’s main aim is to identify teacher and school mechanisms that facilitate or impede elementary teachers in introducing SRL practices. Teacher-reported data from 591 teachers were used in a multilevel random-effects model in order to consider the clustered structure of teachers within schools. The model was built in four steps mapping the role of different teacher and school mechanisms. Results indicate teacher-level components to be most important. Teachers’ developmental beliefs about education, their orientation towards SRL in elementary education, and the nature of previous experiences with autonomous learning, significantly correlate with teachers’ self-reported SRL promotion. However, a small proportion is still related to school differences. Only school policy concerning SRL was identified as a significant correlate of SRL promotion.
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