Teachers' Use of Practices That Support Self-Regulated Learning

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

Self-regulated learning (SRL) entails the integration of several important cognitive, metacognitive, behavioral, and motivational processes. Yet, students are rarely exposed to SRL interventions, and teachers do not often embed SRL supports into their classrooms. This presentation examines teachers’ responses of their use of practices that support students’ SRL. This presentation also examines whether several factors differentiate the use of SRL supportive practices in the classroom, including teacher credentials, the barriers to SRL, and characteristics of their students. Overall, this presentation will aid teachers and other school staff members in the establishment of several SRL practices that teachers use, practices that could be further capitalized, and a description of why teachers are not using SRL supportive practices very often.

Authors

• David Longhurst, Utah State University

• Gregory L. Callan, Utah State University

• Aliya Halterman, Utah State University

• Samantha Tibbets, Utah State University