Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role

By Daniel C. Moos, Alyssa Ringdal. 2012

179 citations recorded by the source corpus.

Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students’ development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL) theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined self-regulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/46f33377d63ec90714844c7ba90fcb81882e2f7c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “…we broadly distinguish between: (1) more domain-general (epistemic) beliefs about teaching and learning that might influence SRL (beliefs related to SRL), and (2) more domain-specific beliefs about SRL (Hofer and Pintrich, 1997; Fives and Buehl, 2008; Moos and Ringdal, 2012; Spruce and Bol, 2015).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, methodology): “For further information on the instrument Duncan and McKeachie (2005) and Moos and Ringdal (2012) provided a list of studies that have used MSLQ.”