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Self-regulated learning (SRL) is crucial for academic success; therefore support, to enhance and maintain SRL skills is important. In blended adult education, the heterogeneity of adults creates diversity in SRL abilities, which makes it necessary to provide tailored support.Conducting latent profile analyses for a sample of 213 blended adult students, we identified three profiles, namely high, low, and moderate SRL profiles which prove differences in SRL strategy use and imply tailored SRL support. Through multivariate analysis of variance (MANOVA) and multinomial logistic regression, we further explore the differences in SRL between the profiles and the extent to which the students' personal background characteristics and achievement motivations predict their profile membership. The three profiles differ significantly in terms of the scores of all SRL subscales. Furthermore, only achievement motivation -more specifically, attainment and utility value -predicts profile membership.These results inform educational practice about opportunities for supporting and enhancing SRL skills. Anticipating attainment and utility value, time management, and collaboration with peers are all recommended. More specifically, teachers can, for example, use authentic tasks and examples during the learning process or be a role model regarding online interaction and information sharing.

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n ( ( =399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n ( ( =553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. BackgroundSelf-regulated learning (SRL) refers to independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Zimmerman, 1989(Zimmerman, , 1990(Zimmerman, , 2002. The metacognitive component covers planning, setting goals, organizing, self-monitoring, and self-evaluating at various points during the process of acquisition. The motivational component emphasizes high self-efficacy, self-attributions, and intrinsic task interest. Finally, the behavioral component refers to selecting, structuring, and creating environments that optimize learning (Zimmerman, 2002).

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