Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?
Metacognition and Learning,
Год журнала:
2024,
Номер
19(3), С. 939 - 965
Опубликована: Июль 20, 2024
Abstract
Teachers’
motivation
is
a
core
professional
competence
that
influences
their
choices
in
decision-making,
such
as
promoting
self-regulated
learning
(SRL).
Promoting
SRL
supports
students’
development
and
might
affect
to
apply
strategies.
However,
the
link
between
teachers’
promote
strategies
has
yet
be
empirically
investigated.
In
multilevel
analysis
included
167
lower
secondary
teachers
2,785
students,
we
analysed
direct
indirect
relationships
self-efficacy
attainment
value,
teacher-
student-reported
promotion
self-efficacy,
utility
value
cost
at
class
individual
level.
Additionally,
investigated
contribution
of
find
relations.
was
related
teacher-reported
promotion,
associated
with
all
motivational
outcomes
student
level
except
for
cost.
Further,
found
effects
values
via
teachers-
students-perceived
promotion.
No
teacher
could
found,
no
significant
were
aspect.
Regarding
how
signal
transmitted,
results
show
including
reports
especially
crucial
finding
links.
future
studies
should
employ
longitudinal
designs
incorporate
more
nuanced
measures
better
understand
links
students.
Язык: Английский
How undergraduate engineering students regulate their learning: a qualitative comparison between different strategy users
European Journal of Engineering Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 20
Опубликована: Фев. 2, 2025
While
decades
of
research
from
cognitive
psychology
provided
insight
into
effective
learning
strategies
for
long-term
learning,
there
is
a
discrepancy
between
what
recommends
and
students
do.
We
investigated
first-year
engineering
students'
knowledge
use
strategies,
how
they
experience
adapt
to
strategy
instruction.
conducted
three
focus
group
discussions
with
18
took
an
in-depth
qualitative
approach
thematic
analysis
crafted
stories.
all
showed
accurate
about
only
highly
self-regulated
also
used
these
outside
class.
Idiosyncratic
ideas
or
minimal
effort
towards
studying
hindered
during
self-study.
The
stories
factors
that
drive
apply
specific
(or
not)
their
openness
behaviour
change
based
on
teacher
instruction:
self-concept
study
motivation,
student–teacher
interaction,
the
role
assessment
as
driver
learning.
Язык: Английский
One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning
Teaching and Teacher Education,
Год журнала:
2025,
Номер
159, С. 104977 - 104977
Опубликована: Март 23, 2025
Язык: Английский
Empowering future accountants: The role of self-regulated learning in lifelong success
The International Journal of Management Education,
Год журнала:
2025,
Номер
23(2), С. 101183 - 101183
Опубликована: Апрель 11, 2025
Язык: Английский
Teachers matter: linking teachers and students’ self-regulated learning
Research Papers in Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 28
Опубликована: Сен. 3, 2024
Teachers
play
an
essential
role
in
supporting
students
to
become
self-regulated
learners.
It
is
assumed
that
teachers'
professional
competence
learning
(SRL)
influences
their
promotion
of
SRL,
which
turn
students'
acquisition
SRL
skills.
However,
the
links
between
competences,
promotion,
and
have
not
yet
been
subject
extensive
research.
In
a
multilevel
analysis
with
167
lower
secondary
teachers
2,785
students,
we
examined
relationships
competences
(own
skills,
mindsets,
pedagogical
content
knowledge
about
self-efficacy,
attainment
values),
self-reported
perceived
skills
(metacognitive,
motivational,
cognitive
strategies,
metacognitive
strategy
knowledge).
The
results
highlight
importance
self-efficacy
for
promotion.
Furthermore,
was
positively
related
metacognitive,
strategies
but
knowledge.
analyses
indirect
effects
showed
own
as
learners
agents
were
indirectly
through
SRL.
Focusing
on
both
could
help
understand
better
why
do
or
promote
thereby
explaining
development
Язык: Английский
Path modeling of factors that predict self-regulated learning
International Journal of New Education,
Год журнала:
2024,
Номер
13, С. 27 - 56
Опубликована: Авг. 1, 2024
Students
can
encounter
significant
challenges
when
transitioning
from
high
school
to
university.
must
possess
the
necessary
skills
adjust
self-directed
learning
atmosphere
of
university,
however
frequently
lack
ability
take
responsibility
for
their
own
learning.
This
study
employs
path-modeling
techniques
investigate
and
analyze
multifaceted
relationships
between
various
factors,
that
predict
self-regulated
as
they
impact
learners'
academic
achievements
in
higher
education
settings,
informed
by
an
extensive
review
existing
literature.
The
population
this
were
university
undergraduates
using
a
researcher-designed
questionnaire
data
collection.
collected
was
modelled
reflectively
partial
least
squares
structural
equation
modelling
(PLS-SEM).
Results
show
measurement
model
assessment
showed
strong
reliability
convergent
validity
latent
constructs.
However,
only
technology
significantly
predicted
contributing
students'
success
education.
findings
contribute
understanding
nuanced
pathways
through
which
indicators
interact
self-regulation
influencing
performance
space.
Insights
gained
analysis
offer
valuable
implications
relevant
stakeholders
aimed
at
fostering
properly
tailored
conduct
enhances
Язык: Английский
Understanding the Promotion of Self-Regulated Learning in Upper Secondary Schools: How can Teaching Quality Criteria contribute?
Frontline Learning Research,
Год журнала:
2024,
Номер
12(4), С. 55 - 84
Опубликована: Ноя. 29, 2024
Self-regulated
learning
(SRL)
has
gained
increasing
attention
in
educational
science
over
the
past
four
decades.
Especially
within
context
of
lifelong
debate,
regulatory
strategies
play
a
crucial
role,
as
they
are
essential
not
only
schools
and
classrooms
but
also
contexts.
Concurrently,
discussion
on
teaching
quality
holds
an
equally
central
position
science.
However,
these
two
lines
discourse
have,
so
far,
been
treated
largely
independently
each
other
lack
alignment.
In
our
exploratory
study,
we
applied
three
basic
dimensions
to
assess
SRL-promoting
environment
from
perspective
students.
We
conducted
seven
focus
groups
involving
total
N
=
49
secondary
school
students,
data
was
analyzed
using
qualitative
content
analysis.
Our
analyses
demonstrate
that
can
contribute
analyze
SRL
environment.
further
adaptation
is
required
seem
still
be
interwoven
with
more
traditional
conceptualization
teaching.
Язык: Английский