Promotion Of Self-regulated Learning Research Articles

Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom

This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students’ knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students’ knowledge about learning, and students’ metacognition. It consisted of seven modules describing the different SRL promotion types and SRL capabilities and ways to promote them through teacher talk and action. Modules included written information and video examples taken from observations of real classrooms, which were used to illustrate the transfer of SRL theory to instructional practice. Each module concluded with several assessment items. During the Program the participants, 91 teacher education students, were asked to use a simplified scoring system based on the SRL-TPF to code lesson transcripts taken from classroom observations. The results showed that by the end of the program over 85% of the participants were able to provide teacher instructions that included explicit SRL promotion and/or promoted students’ SRL knowledge. Our study contributes to research findings on teacher education students’ knowledge of SRL, their promotion of SRL to students, and the contribution of short duration SRL professional development.

Teachers matter: linking teachers and students’ self-regulated learning

ABSTRACT Teachers play an essential role in supporting students to become self-regulated learners. It is assumed that teachers’ professional competence in self-regulated learning (SRL) influences their promotion of SRL, which in turn influences students’ acquisition of SRL skills. However, the links between teachers’ SRL competences, SRL promotion, and students’ SRL have not yet been the subject of extensive research. In a multilevel analysis with 167 lower secondary teachers and their 2,785 students, we examined the relationships between teachers’ professional competences (own SRL skills, mindsets, pedagogical content knowledge about SRL, self-efficacy, and attainment values), teachers’ self-reported and students’ perceived SRL promotion, and students’ SRL skills (metacognitive, motivational, and cognitive strategies, and metacognitive strategy knowledge). The results highlight the importance of teachers’ self-efficacy for their self-reported SRL promotion. Furthermore, SRL promotion was positively related to students’ metacognitive, motivational, and cognitive strategies but not to their metacognitive strategy knowledge. The analyses of indirect effects showed that teachers’ own SRL as self-regulated learners and their self-efficacy as agents of SRL were indirectly related to students’ SRL through the promotion of SRL. Focusing on teachers’ SRL competences as both learners and agents could help to understand better why teachers do or do not promote SRL, thereby explaining the development of students’ SRL.

Advances and challenges in endoscopy training: A mixed methods study among endoscopy trainers in the Netherlands

Abstract Background and study aims Variation between trainers in providing traditional gastrointestinal endoscopy training, in which residents learn endoscopy by doing under the supervision of endoscopy trainers, may cause differences in endoscopy competence between residents. In this study, we explored endoscopy trainers’ views on the current status and desired future best practices regarding endoscopy training. Methods This mixed-methods study comprised quantitative survey data collected from 158 endoscopy trainers working in 26 gastroenterology teaching hospitals in the Netherlands and semi-structured interviews with 15 gastroenterology residency (associate) program directors (PDs). Survey data were analyzed using descriptive statistics and interview results with thematic analysis. Results There was considerable variability in endoscopy training practices between teaching hospitals in the structure of endoscopy supervision, criteria used to determine the level of supervision, and participation of trainers in endoscopy teaching courses. Interview participants agreed that an endoscopy training supervisor requires several teaching strategies, highlighting the importance of formal education in endoscopy teaching. Interview participants perceived self-regulated learning strategies as essential for residents to learn endoscopy effectively. The perceived main barriers to effective supervision were a lack of time and heavy workload. Participants expressed the desire for more standardization in endoscopy training programs between teaching hospitals. Conclusions Considerable variability in endoscopy training practices between gastroenterology teaching hospitals was identified. Formal education on endoscopy teaching, promotion of self-regulated learning, and standardization of endoscopy training programs and supervision practices have the potential to improve future endoscopy training.

Integrating Formative and Summative Clinical Skills Examinations to Promote Learning for Early Medical Students: A Mixed Methods Study

BackgroundMedical educators aim to train students with high-quality clinical skills through the promotion of self-regulated learning and the development of lifelong learning skills. Formative clinical skills examinations (FCSE) allow for real-time learner-centered feedback and coaching which are key in promoting the development of expertise in early learners. This study assessed the impact of the integration of FCSE with learner-centered, real-time feedback and coaching based on an “educational plan-do-study-act” (PDSA) cycle on early medical students’ experience and performance.MethodsA mixed methods study was designed to assess the integration of FCSE for first- and second-year medical students. FCSE consisted of linked stations: students gathered a history from a standardized patient (SP), performed a hypothesis-driven physical examination followed by real-time learner-centered feedback and coaching. Each student met with one faculty and one SP to reflect on their performance, identify areas for improvement, re-practice of skills, and identify a plan for ongoing practice improvement. Students were surveyed upon completion of formative and summative clinical skills examinations. Student communication and clinical reasoning performance were compared to historical controls.ResultsStudents reported that FSCE improved the learning environment and helped prepare them for subsequent summative clinical skills examinations. Students appreciated the opportunity for practice and real-time feedback and reported applying their take-home points on subsequent exams. Student longitudinal performance was not impacted by the transition to FSCE.ConclusionWhile labor-intensive, FCSE with real-time feedback and coaching are an effective means of promoting learning and should be considered for integration early in medical school curricula.

Development and Acceptability of Web-based Module in Cookery

This study delves into the development and acceptance of a web-based cookery module, aiming to enhance culinary education, particularly in the face of challenges such as the pandemic. These modules offer promising avenues for effective learning experiences and the promotion of self-regulated learning among students. Employing a mixed-method approach utilizing the Input-Process-Output design model, the study involves the validation of the developed module by eight expert practitioners in cookery. Subsequently, its acceptability will be assessed among Senior High School (SHS) Technical-Vocational-Livelihood (TVL) students enrolled in cookery subjects during the academic year 2023-2024. Evaluation of the module by teacher experts utilizes a four-point rating scale, drawing from the Guidelines and Processes for Learning Resource Management and Development System (LRMDS) Assessment & Evaluation – Evaluation Rating Sheet for Non-Print Materials (DepEd, 2009), focusing on content quality, instructional quality, technical quality, and other pertinent factors. Similarly, student feedback is gathered through a five-point scale adapted from Venkatesh et al. (2003) and modified by Namoco, S. (2021) to align with the Unified Theory of Acceptance and Use of Technology (UTAUT) model, offering both rating scale responses and descriptive interpretations. Both teacher experts and student users are purposefully selected for their insights. Initial findings from the expert evaluation indicate a high recommendation for implementing the web-based module in cookery education. However, ongoing data collection and analysis are underway to gauge student-user acceptability comprehensively. This study underscores the significance of well-designed interactive learning modules in fostering self-regulated learning and enhancing student performance in cookery subjects, notwithstanding the challenges posed by the pandemic and economic constraints.

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

AbstractToday’s success metrics extend beyond traditional literacy and numeracy to encompass strategic learning with a growth mindset, equipping individuals with the attitude and skills to navigate and surmount new challenges. In a digital era, where information is readily available and knowledge constantly evolves, the value placed on learners is not merely based on their current knowledge but on their courage and capability to continually engage cognitive, metacognitive, motivational, social, and emotional resources for lifelong learning. In this dynamic landscape, self-regulated learning (SRL) skills are crucial, empowering students of all ages to take control of their learning journey. SRL, the goal-directed process of monitoring and regulating one’s learning activities, has been shown to significantly influence academic outcomes. Although teachers acknowledge SRL’s relevance, it remains underrepresented in everyday teaching practices, impacting not just student learning but also the training and experiences of preservice teachers in the classroom. This gap perpetuates misconceptions about SRL and hinders its integration into educational settings. Therefore, this special issue first introduces the INSPIRE model of teachers’ multiple roles as instructors, navigators, strategists, promoters, innovators, role models, and encouragers in supporting students to become self-regulated learners and describes teachers’ professional competences to fulfil these roles. Second, it dedicates four articles to exploring teachers’ professional competences in SRL and its promotion in everyday school. The articles address particular aspects of the INSPIRE model and highlight the importance of teachers equipped with the necessary training and competences to guide students in becoming self-regulated learners. Linking the research areas of teachers’ professional competences in SRL and teachers’ promotion of SRL in the classroom this special issue offers a comprehensive approach to SRL in everyday school and opens up perspectives for the transfer into practice.

The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study

The paper describes a theoretical framework for the study of teachers’ promotion of self-regulated learning in the classroom. The Self-Regulated Learning Teacher Promotion Framework (SRL-TPF) utilizes the ICAP theory to assess the affordances of the learning environment for the indirect promotion of SRL, proposes new variables in the investigation of the direct promotion of SRL, and examines how these two ways to promote SRL are related. The SRL-TPF was used to examine the direct and indirect promotion of SRL in filmed observations of 23 Australian classrooms. The results revealed a paucity in the design of Constructive and Interactive lesson tasks that support the indirect promotion of SRL and a preference for the direct support of SRL through implicit strategy instruction and the provision of metacognitive reflection and support. There were important teacher differences in both the direct and indirect promotion of SRL, but the teachers who were more likely to design Constructive and Interactive lesson tasks did not necessarily promote SRL directly and vice versa. The research contributes to a better understanding of the relationship between teaching what to learn (subject content) and how to learn (SRL knowledge and strategies).

Video-based classroom insights: Promoting self-regulated learning in the context of teachers' professional competences and students' skills in self-regulated learning.

Despite the significance of self-regulated learning as an important educational goal, teachers face difficulties in fostering students' skills in self-regulated learning (SRL). Teachers exhibit variability in their capacity to foster SRL. There is no guarantee that students consistently benefit from their teachers' promotion of SRL. This study aims to address this issue by examining (1)how teachers promote SRL, (2)the relationship between teachers' professional competences and their promotion of SRL, and (3)the association between teachers' promotion of SRL and students' SRL. Data from N = 54teachers and their N = 823 lower secondary school students were analysed using online questionnaires, knowledge tests, and video recordings. The analysed video data reveals that teachers foster SRL predominantly implicitly, invest most of the time in promoting metacognitive strategies and primarily design learning environments that foster student support. Overall, only afew significant correlations were found between teachers' professional competences and their promotion of SRL. Further, the results indicate no clear correlation pattern between teachers' promotion and students' skills in SRL. Further research should shed more light on the relationship between teachers' promotion of SRL and students' SRL to better understand whether and how they might be related.

Developing self-regulated learning as a pedagogy in higher education: An institutional survey and case study in Hong Kong

Self-regulated learning (SRL) is critical to students' academic success and lifelong learning. Although the benefits of SRL have been examined in many studies, few have explored it in a broader educational context. This study presents an eight-month institutional case study that demonstrates how SRL has been developed as a pedagogy through the collective endeavours of teachers, researchers, and experts at a university in Hong Kong. A case study method protocol was followed. Data were obtained from multiple sources, including surveys of teachers (N = 93) and students (N = 215), interviews with teachers (n = 5) and students (n = 19), archived course documents, videos, and project reports. T-tests, coding, and document analysis were applied to analyse the collected data. The results showed that the teachers had good knowledge of SRL strategies but some students struggled to apply them effectively. Our study's findings have various implications for the effective promotion of SRL at the university level, and include the importance of developing a collective approach involving various members of the university, integrating responsive pedagogy, and adapting SRL strategies to students' individual needs. Future research can follow our methodology to replicate the study in different educational contexts.

Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning

Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expectancies and values are positively related to teachers’ promotion of SRL and metacognition. Mixed results were found for teachers’ costs and the interaction effects. This study highlights the importance of considering teachers’ expectancies, values and costs in promoting SRL and metacognition in research.

How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory

Motivation is a core element of teachers’ professional competences and, therefore, of great importance to teaching and learning. Motivation might explain why teachers do or do not promote self-regulated learning (SRL). Drawing on expectancy-value theory (EVT), this study used a person-centred approach to investigate to what extent multiple motivational aspects (self-efficacy; intrinsic interest, extrinsic utility, and attainment value; opportunity and effort costs) shape teachers’ motivational profiles. It examined the extent to which those profiles differ regarding experience in promoting SRL, the implicit theory of SRL, and the promotion of SRL. The study sample consisted of N = 280 in-service teachers (51.8% women; Mage = 44.34, SD = 10.82). Three profiles were identified: The high costs profile (profile 1, 30.8% of teachers), the moderate profile (profile 2, 24.4% of teachers), and the high success expectations and task values profile (profile 3, 44.8% of teachers). Further analyses revealed significant differences between these profiles concerning experience in promoting SRL, implicit theory of SRL, and the promotion of SRL, with Profile 1 showing the lowest values and Profile 3 the highest for each factor. The study found that high expectations are associated with high values, and costs are low when expectations and values are high and vice versa. This is in line with the assumptions of EVT and is applicable to all three profiles. These results indicate a clear need to support teachers in promoting SRL, especially those with high perceived costs, to ensure costs do not override the other considerations in EVT. Overall, this study is ‘frontline’ because it highlights the relevance of motivation as an aspect of teachers’ professional competences in promoting SRL. Furthermore, this study emphasizes the importance of combining EVT and SRL to provide a more nuanced picture of teachers’ motivation to promote SRL. It offers new insights that could influence the conceptualization of professional development programs for SRL.

Preschool Teachers Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors

The aim of this study was to investigate preschool teachers’ practices to promote self-regulated learning in classroom and teacher-level factors affecting their practices. The study sample consisted of 210 preschool teachers. The participants reported that they frequently implemented practices that supported self-regulated learning. They devote a minimum time to the activities related to promoting children’s retrospective task reflections. Also, the number of practices implemented by preschool teachers is affected by the teachers’ years of experience, classroom size, age of the children, and teachers’ self-efficacy beliefs associated with their teaching skills.

You can have both: Coaching to promote clinical competency and professional identity formation.

Coaching is a critical tool to guide student development of clinical competency and formation of professional identity in medicine, two inextricably linked concepts. Because progress toward clinical competence is linked to thinking, acting and feeling like a physician, a coach’s knowledge about a learner’s development of clinical skills is essential to promoting the learner’s professional identity formation. A longitudinal coaching program provides a foundation for the formation of coach-learner relationships built on trust. Trusting relationships can moderate the risk and vulnerability inherent in a hierarchical medical education system and allow coaching conversations to focus on the promotion of self-regulated learning and fostering skills for life-long learning. Herein, we describe a comprehensive, longitudinal clinical coaching program for medical students designed to support learners’ professional identify formation and effectively promote their emerging competence.

Promoting self-regulated learning in preschoolers

Self-regulated learning (SRL) is important for a person's school career and their later academic success, and it should therefore be fostered as early as possible. Nevertheless, research focusing on the promotion of SRL in preschoolers is limited. The present study aims to examine the efficacy of an SRL intervention based on a longitudinal control-group-design for preschoolers (direct-level intervention) and their kindergarten teachers (indirect-level intervention). The SRL intervention took place in either a) an autonomous learning environment, where SRL learning strategies were practiced with no special focus on the stimulation of communicative abilities or b) in a social-interactive learning environment, where SRL learning strategies were practiced while communicative abilities were stimulated. The sample consisted of 189 preschoolers (49.5% ♀, 50.5% ♂, mean age: 5.6 years, SD = .47 years) and 30 kindergarten teachers. SRL and general self-regulation ability (gSR) served as performance measures. The results of the paired t-tests revealed an increase in SRL and gSR for preschoolers irrespective of the condition, while a group-differential intervention benefit for preschoolers (i.e. direct-autonomous or direct-interactive intervention) could not be confirmed by the applied repeated measures ANOVA and contrast analyses. Further, we did not find any substantial benefit from teacher intervention (i.e. indirect intervention) analysed by non-parametric Wilcoxon test. This unexpected result is discussed in light of methodical considerations. Nevertheless, the study provides important implications for future intervention studies.

The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

The Promotion of Self-regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention

The early promotion of self-regulated learning (SRL) has aroused increased interest since it has been highlighted as the key competence for lifelong learning. To meet the demand for early support, an intervention for kindergarten teachers to foster SRL in five- to six-year old children was developed. In the present study, different SRL promotion strategy profiles of kindergarten teachers were investigated by using latent profile analyses and the effectiveness of the developed intervention was evaluated under consideration of the found profiles. The results of latent profile analysis (n= 134 kindergarten teachers) displayed specific profiles that differ regarding the degree of self-reported knowledge concerning strategies to promote SRL in children. Using a sample of n = 76 kindergarten teachers who participated on a three-week training which was focused on the reflection of the own SRL as well as the promotion of SRL, differential effects of the found profiles were investigated. The results indicate that an adaption of the intervention according to the different SRL promotion strategy profiles would be meaningful, because kindergarten teachers with high and low SRL promotion strategy profiles differed significantly concerning their repertoire of supportive strategies and their SRL behavior.

Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews

Self-regulated learning has a positive effect on academic outcomes; however, little is known about whether and how teachers at various education levels promote it in their classes. Video-based classroom observations were conducted to assess primary and secondary school mathematics teachers’ direct and indirect promotion of self-regulated learning (SRL). Teachers’ implicit and explicit instruction of SRL strategies (direct promotion of SRL) and the learning environment they created (indirect promotion of SRL) were rated according to how conducive they were to self-regulation. In addition, semi-structured interviews were conducted with the secondary school teachers to gain insight into their subjective views on SRL. Although the teachers’ instructional practices could foster SRL, teachers spent little time explicitly teaching SRL strategies. Moreover, they taught mainly cognitive strategies and very few metacognitive strategies. These results were more pronounced at the primary level than at the secondary level. Primary school teachers provided learning environments conducive to self-regulation more often than secondary school teachers did. The interviews revealed that the teachers lacked knowledge about metacognition as an important component of SRL and were rather reluctant to promote it; however, most of them valued cognitive and motivational components of SRL. Primary and secondary school teachers need training to enhance their direct and indirect instruction of SRL. They could benefit in particular from learning about explicit instruction of SRL strategies and metacognition.

What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy

In this study, the predictive value of three aspects of teacher beliefs for teachers’ promotion of self-regulated learning (SRL) is modelled by means of structural equation modelling: teacher beliefs on (1) instructing SRL, (2) regarding their own self-efficacy towards the promotion of SRL, and (3) teachers’ epistemological beliefs regarding learning. 173 primary school teachers participated in the study. Path analysis revealed that teachers’ beliefs on instructing SRL and self-efficacy beliefs regarding the promotion of SRL were predicting teachers’ promotion of SRL most positively. The results offer new insights into teacher beliefs and how they account for teacher behavior regarding the promotion of SRL. This study is particularly innovative as it is the first study in the field of teachers and SRL to investigate teacher beliefs and teacher self-efficacy as potential determinants of teachers’ promotion of SRL in the classroom. These results can serve to construct a model of teachers’ promotion of SRL as well as provide ideas on how to help teachers supporting SRL. This study is frontline as to my understanding no other research has been published on teachers’ beliefs, in particular self-efficacy beliefs towards promoting SRL, and how these are related to teachers’ promotion of SRL. Most research on teachers and SRL has so far focused on training teachers, but no model of teachers’ professional competence in this area exists yet.

Teacher differences in promoting students' self-regulated learning: Exploring the role of student characteristics

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.

Autorregulação da aprendizagem: contribuições da psicologia educacional para a formação de professores

A aprendizagem autorregulada é um construto que vem ganhando destaque na Psicologia Educacional, nos dias de hoje, uma vez que engloba vários aspectos imprescindíveis à aprendizagem no contexto educativo. Assim, tendo como referencial teórico os principais modelos de aprendizagem autorregulada, os objetivos deste artigo são: 1- descrever e analisar os fundamentos da aprendizagem autorregulada e seus conceitos-chave; 2- mostrar a relevância desse constructo para a formação de professores. Tem-se em vista contribuir não só para uma formação de professores com essas qualidades, mas também para a construção de uma cultura educacional que fomente a promoção da autorregulação da aprendizagem como meta fundamental dos projetos psicopedagógicos das escolas.