Determinants of Self-Regulated Learning Practices in Elementary Education: A Multilevel Approach

Autor/inn/en	Thomas, Valérie; Peeters, Jeltsen; De Backer, Free; Lombaerts, Koen
Titel	Determinants of Self-Regulated Learning Practices in Elementary Education: A Multilevel Approach
Quelle	In: Educational Studies, 48 (2022) 1, S.126-148 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Valérie) ORCID (De Backer, Free) ORCID (Lombaerts, Koen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1745624
Schlagwörter	Metacognition; Teaching Methods; Elementary School Students; Teacher Role; Correlation; Class Activities; Teacher Attitudes; Elementary School Teachers; Educational Attitudes; School Policy; Teacher Characteristics; Institutional Characteristics; Learning Strategies; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Korrelation; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schulpolitik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Belgien
Abstract	Research indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers therein. Specifically, revealing correlates of teachers' engagement in SRL classroom activities is desirable. The study's main aim is to identify teacher and school mechanisms that facilitate or impede elementary teachers in introducing SRL practices. Teacher-reported data from 591 teachers were used in a multilevel random-effects model in order to consider the clustered structure of teachers within schools. The model was built in four steps mapping the role of different teacher and school mechanisms. Results indicate teacher-level components to be most important. Teachers' developmental beliefs about education, their orientation towards SRL in elementary education, and the nature of previous experiences with autonomous learning, significantly correlate with teachers' self-reported SRL promotion. However, a small proportion is still related to school differences. Only school policy concerning SRL was identified as a significant correlate of SRL promotion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01