Examining Teachers' Influence on Student Self-Regulated Learning and Social Regulation of Learning in Science Classrooms

• In Event: The Role of Emotion and Gesture in Science Learning Environments

Abstract

Teachers make a large impact on students that goes beyond simply academic achievement. Teachers also impact the ways students regulate by themselves and in groups. While this has been shown mostly theoretically and in other contexts, this study aimed to examine the role teachers play in student self-regulated learning (SRL) and social regulation of learning (soRL) in the middle school science classroom context. The results of the mixed method case study reveal that preplanned teacher choices (e.g., lesson plans, seating arrangements) and teacher actions (e.g., verbal redirections, questions) both elicit and influence student SRL and soRL.

Authors

• Lauren Cabrera, Michigan State University
  Presenting Author

• Molly L. Taylor, Virginia Commonwealth University
  Presenting Author

• Christine Lee Bae, Virginia Commonwealth University
  Presenting Author