How Can Self-regulated Learning Support You at University and Enhance Your Practice as a Newly Qualified Teacher?

2021 ◽  
pp. 101-110
Author(s):  
Sue Oates
Keyword(s):  
Learning Support ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Qualified Teacher

scholarly journals Self-regulated learning support in flipped learning videos enhances learning outcomes

2020 ◽  
Vol 158 ◽  
pp. 104000 ◽  
Author(s):  
David C.D. van Alten ◽  
Chris Phielix ◽  
Jeroen Janssen ◽  
Liesbeth Kester
Keyword(s):  
Learning Outcomes ◽  
Learning Support ◽  
Flipped Learning ◽  
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.

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