Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice

2013 ◽  
pp. 233-262
Keyword(s):  
Classroom Management ◽  
Classroom Practice ◽  
Management Theory ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Theory Research

scholarly journals El aprendizaje autorregulado: presente y futuro de la investigación

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Fermín Torrano Montalvo ◽  
María Carmen González Torres
Keyword(s):  
Academic Achievement ◽  
Research And Practice ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Theory Research

Los profundos cambios que ha experimentado el contexto de la Psicología de la Educación durante los últimos 30 años han llevado a que el aprendizaje autorregulado se convier-ta, actualmente, en tema central de la investigación y en uno de los ejes primordiales de la práctica educativa. A partir de la publicación de Zimmerman y Schunk (1989), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, se han puesto en marcha un gran número de investigaciones sobre aprendizaje autorregulado. Tomando como referencia éstas y otras publicaciones actuales, el objetivo de este trabajo es recoger las principales cuestiones que se abordan dentro de las líneas de estudio del aprendizaje autorregulado. Además, se destacan una serie de direcciones que pueden guiar a las futuras investigaciones en este campo.

Self-Regulated Learning and Classroom Management

2015 ◽  
Author(s):  
Mary McCaslin ◽  
Amanda Rabidue Bozack ◽  
Lisa Napoleon ◽  
Angela Thomas ◽  
Veronica Vasquez ◽  
...  
Keyword(s):  
Classroom Management ◽  
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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