Abstract
Research has repeatedly illustrated the positive effects of self-regulated learning (SRL) on students' intrinsic motivation and academic performance. Teachers are crucial actors in providing all students with equal opportunities to develop SRL skills. However, various factors, such as student characteristics, may affect teachers' support of students' SRL. This study examined primary school teachers' (N=127) perceptions regarding the role of student characteristics in their promotion of SRL. It was found that while teachers recounted experiencing the influence of multiple student characteristics, teachers differed in their instructional responses. Subsequently, the results suggested that teacher beliefs, knowledge of SRL, and attributional styles mediate the potential association of student characteristics alongside teachers' SRL support. The study concludes by acknowledging the role of student characteristics in understanding teachers' varying levels of SRL promotion. In addition, teachers' susceptibility and response to diverse student characteristics may overshadow actual student SRL needs, limiting student growth opportunities.
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