Identifying and Predicting Teachers' Use of Practices That Support SRL

Autor/inn/en	Callan, Gregory; Longhurst, David; Shim, Serena; Ariotti, Anthony
Titel	Identifying and Predicting Teachers' Use of Practices That Support SRL
Quelle	In: Psychology in the Schools, 59 (2022) 11, S.2327-2344 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callan, Gregory) ORCID (Shim, Serena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22712
Schlagwörter	Identification; Prediction; Teaching Methods; Learning Strategies; Self Control; Knowledge Level; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Vorhersage; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbeherrschung; Wissensbasis; Lehrerverhalten
Abstract	This study examined how teachers support self-regulated learning (SRL) by examining reports of 15 potential practices and differentiated the use of these practices via teachers' SRL knowledge, beliefs, demographics, and student characteristics. Teachers (n = 112) responded to open-ended questions targeting SRL knowledge, beliefs, and practices and a demographics survey about themselves and their students. Teachers reported few practices to support SRL, but teachers who used more practices tended to have greater SRL knowledge, teaching experience, and time limits. Reporting excessive responsibility for students negatively correlated with SRL practices. SRL knowledge and limited time were significant predictors in regression analyses. Teachers reported few SRL practices (even when examining 15 potential practices). However, our findings highlight SRL knowledge as a potential first step for teacher trainers and professional developers to target in attempts to increase SRL supports in the classroom. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01