Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

By Saskia Kistner, Katrin Rakoczy, Barbara Otto, Charlotte Dignath-van Ewijk, G. Büttner, E. Klieme. 2010

383 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/47f08a5bf3c6f0b209c4ce72c925ae893442207f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, methodology): “…discuss this with their students; and this results was consistent across primary and secondary school classrooms (Veenman et al. 2009, 2013, Dignath and Büttner 2018; Depaepe et al. 2010; Hamman et al. 2000; Kistner et al. 2010; Michalsky and Schechter 2013; Moely et al. 1992; Zepeda et al. 2019).”
College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach (2014, background): “Since explicit strategy teaching in the classroom is rare, as Kistner et al. (2010) recently found in a study of mathematics teachers’ natural classroom behaviour, which revealed that a large amount of strategy teaching took place in an implicit way, providing an autonomy-supportive classroom-learni”
Teaching learning strategies. The role of instructional context and teacher beliefs (2015, methodology): “Kistner et al. (2010), using the same data set as the present study, found strategy teaching to have a positive eff ect on students’ performance.”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “However, research suggests that while high school teachers may offer more opportunities for students to engage in SRL, these experiences may be implicit in the teacher’s pedagogical approach [53].”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “Debate around what comes first and which term, if either, is dominant has spanned over two decades and it is widely recognised as remaining largely unresolved (Kistner et al., 2010; Robson, 2010; Veenman, 2007; Veenman et al., 2006).”
An Analysis of Research on Metacognitive Teaching Strategies (2014, background): “For example, Kistner et al. (2010) found that German mathematics teachers spent little time instructing their students how to learn effectively.”
The promise and challenges of generative AI in education (2024, positive): “The problem is that, despite the well-documented benefits of SRL knowledge and skills (Winne and Aze-vedo 2022) and the numerous opportunities students have in education to acquire, learn, and practice them, SRL knowledge and skills remain underdeveloped (Kistner et al. 2010).”
Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature (2011, background): “12 Self-Monitoring To become strategic learners, students must assume ownership for their learning and achievement outcomes (Kistner et al., 2010).”