How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

By Mona De Smul, S. Heirweg, Hilde Van Keer, G. Devos, S. Vandevelde. 2018

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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): “Moreover, researchers reported that teachers’ selfefficacy for implementing SRL was one of the strongest predictors of teachers’ self-reported implementation of SRL in the classroom (Dignath-van Ewijk, 2016; De Smul et al., 2018).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “As some research findings indicate, teachers’ self-efficacy might affect their SRL practice more than their beliefs do (Dignath-van Ewijk 2016; Perry et al. 2008; De Smul et al. 2018).”