Hostname: page-component-84b7d79bbc-x5cpj Total loading time: 0 Render date: 2024-07-29T14:06:08.391Z Has data issue: false hasContentIssue false
  • English
  • Français

Exploring Teachers’ Actions to Promote Self-Regulated Learning Practices in Primary School

Published online by Cambridge University Press:  29 October 2015

Koen Lombaerts ,
Nadine Engels  and
Johan Vanderfaeillie
Koen Lombaerts*
Affiliation:
Vrije Universiteit Brussel
Nadine Engels
Affiliation:
Vrije Universiteit Brussel
Johan Vanderfaeillie
Affiliation:
Vrije Universiteit Brussel
*
Email: koen.lombaerts@vub.ac.be, Tel: +32-2-629-3097, Fax: +32-2-629-2623
Get access

Abstract

Research highlights the importance of designing primary school classroom environments that promote self-regulated learning (SRL). Teachers play a crucial part as learning process facilitators in the development of pupils’ self-regulated learning competence and skills. The aim of this study was to explore teachers’ actions towards the development of self-regulated learning practices in primary school. The results of a survey of 399 primary school teachers in Brussels and the surrounding area (Belgium, Europe) are presented. Findings appeared to be consistent with theoretical assumptions about the development of self-regulated learning suggesting that teachers gradually introduce SRL over primary school grades. When comparing both groups of teachers scoring high and low in stimulating pupils’ self-regulated learning, similar patterns of SRL encouragement were recorded. Furthermore, teachers were found to promote self-regulated learning as a total concept with a comparable emphasis on all phases of the self-regulated learning process. The adjustment of the teaching environment was found to be similar in all grades and for both high and low self-regulated learning practices.

Keywords

self-regulated learningteacher interventionmotivationteaching environment
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 24 , Issue 2 , 2007 , pp. 4 - 24
Copyright
Copyright © Australian Psychological Society 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers and students. Learning and Instruction, 7(2), 161–186.CrossRefGoogle Scholar
Boekaerts, M., & Minnaert, A. (1999). Self-regulation with respect to informal learning. International Journal of Educational Research, 31(2), 533–544.CrossRefGoogle Scholar
Bolhuis, S. & Voeten, M.J.M. (2001). Toward self-directed learning: what do teachers do? Teaching and Teacher Education, 17, 837–855.CrossRefGoogle Scholar
Bolhuis, S. & Voeten, M.J.M. (2004). Teachers’ conceptions of student learning and own learning. Teachers and Teaching: theory and practice, 10(1), 77–98.CrossRefGoogle Scholar
Breuer, K., & Eugster, B. (2006). Effects of training and assessment in vocational education and training (VET): Reflections on the methodology of assessing the development of traits of self-regulation. Studies in Educational Evaluation, 32, 243–261.CrossRefGoogle Scholar
Bronson, MB. (2000). Self-Regulation in Early Childhood. New York: The Guilford Press.Google Scholar
Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281.CrossRefGoogle Scholar
Chung, M.-K. (2000). The development of self-regulated learning. Asia Pacific Education Review, 1(1), 55–66.CrossRefGoogle Scholar
Cleary, T.J., & Zimmerman, B.J. (2002). Self-regulation empowerment program: a school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537–550.CrossRefGoogle Scholar
Department of Education, Ministry of the Flemish Community (2005). Het Nederlandstalige onderwijs in het Brusselse Hoofdstedelijke Gewest in cijfers [Dutch-speaking education in the Brussels Capital Region in numbers]. Brussels: Ministry of the Flemish Community.Google Scholar
Ertmer, P.A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research and Development, 53(4), 25–39.CrossRefGoogle Scholar
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.CrossRefGoogle Scholar
Featherstone, S., & Bayley, R. (2001). Foundations of Independence. Featherstone Education.Google Scholar
Flemish Authorities – Education and Training Area (2006). Flemish education in figures 2005–2006. Brussels: Education and Training Area.Google Scholar
Hofer, B.K., Yu, S.L., & Pintrich, P.R. (1998). Teaching college students to be self-regulated learners. In Schunk, D.H. & Zimmerman, B.J.Self-Regulated Learning. From Teaching to Self-Reflective Practice. New York: Guilford Press.Google Scholar
Kagan, D.M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.CrossRefGoogle Scholar
Kane, R., Sandetto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72, 177–228.CrossRefGoogle Scholar
Ley, K., & Young, D.B. (2001). Instructional principles for self-regulation. Educational Technology Research and Development, 49(2), 93–103.CrossRefGoogle Scholar
Lombaerts, K., Engels, N., & Athanasou, J.A. (in press). Development and validation of the Self-Regulated Learning Inventory for Teachers. Perspectives in Education.Google Scholar
Martinez-Ports, M. (2002). Parental influences on children’s academic self-regulatory development. Theory into Practice, 41(2), 126–131.CrossRefGoogle Scholar
Neuman, S.B. (1996). Literacy knowledge in practice: Contexts of participation for young writers and readers. Reading Research Quarterly, 32, 10–32.CrossRefGoogle Scholar
Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.CrossRefGoogle Scholar
Palmer, S.B., & Wehmeyer, M.L. (2003). Promoting self-determination in early elementary school: teaching self-regulated problem-solving and goal-setting skills. Remedial and Special Education, 24(2), 115–126.CrossRefGoogle Scholar
Paris, S.G., & Paris, A.H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.CrossRefGoogle Scholar
Perry, N.E. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715–729.CrossRefGoogle Scholar
Perry, N., & Drummond, L. (2002). Helping young students become self-regulated researchers and writers. The Reading Teacher, 54(3), 298–310.Google Scholar
Perry, N.E., Phillips, L., & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106(9) 1854–1878.CrossRefGoogle Scholar
Perry, N.E., Phillips, L., and Hutchinson, L. (2006). Mentoring student teachers to support self-regulated learning. The Elementary School Journal 106(3), 237–254.CrossRefGoogle Scholar
Perry, N.E., & VandeKamp, K.J.O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821–843.CrossRefGoogle Scholar
Perry, N.E., VandeKamp, K.O., Mercer, L.K., & Nordby, C.J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–16.CrossRefGoogle Scholar
Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal, 33(4), 845–871.CrossRefGoogle Scholar
Purdie, N., Hattie, J., and Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88(1), 87–100.CrossRefGoogle Scholar
Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: a review. Scandinavian Journal of Educational Research, 45(3), 269–286.Google Scholar
Roelofs, E., Visser, J., & Terwel, J. (2003). Preferences for various learning environments: teachers’ and parents perceptions. Learning Environments Research, 6, 77–110.CrossRefGoogle Scholar
Schunk, D.H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33, 359–382.CrossRefGoogle Scholar
Schunk, D.H. (2001). Social cognitive theory and self-regulated learning. In Zimmerman, B.J. & Schunk, D.H. (Eds.), Self-Regulated Learning and Academic Achievement. Theoretical Perspectives (pp. 153–190). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Schunk, D.H., & Zimmerman, B.J. (Eds.) (1994). Self-Regulation of Learning and Performance: Issues and Educational Applications (pp. 3–21). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Schunk, D.H., & Zimmerman, B.J. (Eds.) (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press.Google Scholar
Sinclair, B.B., & Fraser, B.J. (2002). Changing classroom environments in urban middle schools. Learning Environments Research, 5, 301–328.CrossRefGoogle Scholar
Smerdon, B.A., Burkam, D.T., & Lee, V.E. (1999). Access to constructivist and didactic teaching: Who gets it? Where is it practiced? Teachers College Record, 101, 5–34.CrossRefGoogle Scholar
Stern, D. (1997). Study procedures. In Stern, D. & Huber, G.L. (Eds.), Active Learning for Students and Teachers. Reports from Eight Countries (pp. 40–48). Frankfurt am Main: Peter Lang.Google Scholar
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209–223.CrossRefGoogle Scholar
Tonano Montalvo, F., & Gonzalez Torres, M.C. (2004). Self-regulated learning: Current and future directions. Electric Journal of Research in Educational Psychology, 2(1), 1–34.Google Scholar
Turner, J.C. (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, 30, 410–411.CrossRefGoogle Scholar
van Grinsven, L., & Tillema, H. (2006). Learning opportunities to support student self-regulation: comparing different instructional formats. Educational Research, 48(1), 77–91.CrossRefGoogle Scholar
Wehmeyer, M.L., & Palmer, S.B. (2000). Promoting the acquisition and development of self-determination in young children with disabilities. Early Education & Development, 11, 465–81.CrossRefGoogle Scholar
Wehmeyer, M.L., Sands, D.J., Doll, B., & Palmer, S.B. (1997). The development of self-determination and implications for educational interventions with students with disabilities. International Journal of Disability, Development, and Education, 44, 212–225.CrossRefGoogle Scholar
Willoughby, T., Porter, L., Belsito, L., & Yearsley, T. (1999). Use of elaboration strategies by students in grades two, four, and six. Elementary School Journal, 99(3), 221–232.CrossRefGoogle Scholar
Winne, P.H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397–410.CrossRefGoogle Scholar
Winne, P.H., & Perry, N.E. (2000). easuring self-regulated learning. In: Pintrich, P.Boekaerts, M.Zeidner, M. (Eds.), Handbook of Self-Regulation. Orlando, FL: Academic Press.Google Scholar
Zhao, Y., Pugh, K., Sheldon, S., & Beyers, J.L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104, 3, 482–515.CrossRefGoogle Scholar
Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.CrossRefGoogle Scholar
Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3–17.CrossRefGoogle Scholar
Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In Schunk, D.H. & Zimmerman, B.J. (Eds.), Self-Regulated Learning. From Teaching to Self-Reflective Practice. New York: Guilford Press.Google Scholar
Zimmerman, B.J. (2000). Attaining self-regulation: A social-cognitive perspective. In Boekaerts, M.Pintrich, P. & Seidner, M. (Eds), Self-Regulation: Theory, Research, and Applications (pp. 13–39). Orlando, FL: Academic Press.CrossRefGoogle Scholar
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.Google Scholar
Zimmerman, B.J., Bonner, S., & Kovach, R. (1996). Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy. Washington, D.C.: American Psychological Association.Google Scholar
Zimmerman, B.J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284–290.CrossRefGoogle Scholar
Zimmerman, B.J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59.CrossRefGoogle Scholar
Zimmerman, B.J., & Schunk, D.H. (2001). Self-Regulated Learning and Academic Achievement. Theoretical Perspectives. MahWah: Lawrence Erlbaum.Google Scholar
Zimmerman, B.J., & Tsikalas, K.E. (2005). Can computer-based learning environments (CBLEs) be used as self-regulatory tools to enhance learning? Educational Psychologist, 40(4), 267–271.CrossRefGoogle Scholar