Current Trends in Teacher Knowledge, Beliefs, and Classroom Application of Self-Regulated Learning Strategies

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Motivation, Emotion, and Self-Regulation: Connecting Student Learning and Teacher Practice

Abstract

While research has positively linked self-regulated learning (SRL) strategies with academic achievement, motivation, and life-long learning, few studies evaluate teacher beliefs, knowledge, and promotion of these beneficial learning strategies. This review provides an overview of current trends regarding K-12 in-service teachers and their perspectives and practices relating to student SRL development in an in-person classroom environment. Upon examination of 17 relevant articles on teacher SRL, results show that while teachers have moderate knowledge of SRL components and generally believe that students benefit from SRL strategy use, they rarely apply or promote these strategies during instruction. Teachers who show greater self-efficacy and motivation to develop their students’ SRL skills are more likely to incorporate SRL strategies in their instruction.

Authors

• Stephanie Greenquist-Marlett, Old Dominion University

• Linda Bol, Old Dominion University