Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning

By M. Lawson, Stella Vosniadou, Penny Van Deur, Mirella Wyra, D. Jeffries. Educational Psychology Review, 2018

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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “…that acquiring self-regulation competence rather lies with the student than with the teacher (Dignath-van Ewijk and van der Werf 2012), and that acquiring self-regulation skills is the result of experience rather than of instruction, and should thus be an implicit process (Lawson et al. 2019).”