Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning

2015 ◽  
Vol 16 (2) ◽  
pp. 257-267 ◽  
Author(s):  
Heidrun Stoeger ◽  
Sandra Fleischmann ◽  
Stefanie Obergriesser
Keyword(s):  
Primary School ◽  
Research Program ◽  
Theoretical Basis ◽  
Self Regulated Learning ◽  
Regulated Learning

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

Mine the process: investigating the cyclical nature of upper primary school students’ self-regulated learning

2020 ◽  
Vol 48 (4) ◽  
pp. 337-369
Author(s):  
Sofie Heirweg ◽  
Mona De Smul ◽  
Emmelien Merchie ◽  
Geert Devos ◽  
Hilde Van Keer
Keyword(s):  
Primary School ◽  
Primary School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

Exploring Teachers’ Actions to Promote Self-Regulated Learning Practices in Primary School

2007 ◽  
Vol 24 (2) ◽  
pp. 4-24 ◽  
Author(s):  
Koen Lombaerts ◽  
Nadine Engels ◽  
Johan Vanderfaeillie
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Classroom Environments ◽  
Primary School Teachers ◽  
Self Regulated Learning ◽  
Learning Practices ◽  
Theoretical Assumptions ◽  
Regulated Learning ◽  
Learning Competence ◽  
Crucial Part

AbstractResearch highlights the importance of designing primary school classroom environments that promote self-regulated learning (SRL). Teachers play a crucial part as learning process facilitators in the development of pupils’ self-regulated learning competence and skills. The aim of this study was to explore teachers’ actions towards the development of self-regulated learning practices in primary school. The results of a survey of 399 primary school teachers in Brussels and the surrounding area (Belgium, Europe) are presented. Findings appeared to be consistent with theoretical assumptions about the development of self-regulated learning suggesting that teachers gradually introduce SRL over primary school grades. When comparing both groups of teachers scoring high and low in stimulating pupils’ self-regulated learning, similar patterns of SRL encouragement were recorded. Furthermore, teachers were found to promote self-regulated learning as a total concept with a comparable emphasis on all phases of the self-regulated learning process. The adjustment of the teaching environment was found to be similar in all grades and for both high and low self-regulated learning practices.

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