Classroom Applications of Research on Self-Regulated Learning

Paris, Scott G.; Paris, Alison H.

doi:10.1207/s15326985ep3602_4

Cited by 965 publications

(671 citation statements)

References 51 publications

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“…In order to achieve this end, pre-service science teachers should experience learning environments where they deal with open-ended and challenging tasks (Paris & Paris, 2001). Additionally, instructors can be trained in using and demonstrating self-regulatory strategies to serve as social models for the pre-service science teachers (Dembo, 2001).…”

Section: Discussionmentioning

confidence: 99%

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler

Sungur-Vural

2013

Span. J. Psychol.

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Abstract. The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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Section: Discussionmentioning

confidence: 99%

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler

Sungur-Vural

2013

Span. J. Psychol.

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“…The importance of self-regulation also has been recognized in several domains including health (Creer, 2000), academics (Paris & Paris, 2001;Schunk & Ertmer, 2000), and athletics (Cleary & Zimmerman, 2001). Within the academic realm, self-regulation principles have been incorporated into academic intervention programs to help students learn specific academic and study skills.…”

Section: A Cyclical Model Of Academic Self-regulationmentioning

confidence: 99%

Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

Cleary

Zimmerman

2004

Psychology in the Schools

433

262

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This article describes a training program, Self-Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, selfmotivating cycles of learning. It is a two-part approach whereby self-regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self-regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self-regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social-cognitive theory and research and integrates many of the essential features of the problem-solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed.

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“…The role of teacher feedback is critical in the development of SRL. SRL is a teachable skill and develops as the result of experience (Paris & Paris, 2001). Thus, teachers must learn and apply appropriate dialogue or response practices in order to help learners develop this skill.…”

Section: Theoretical Approachmentioning

confidence: 99%

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

Andrade

2014

European Educational Research Journal

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Distance learning that incorporates technology-enhanced learning environments provides a solution to the ever-increasing global demand for higher education. To be successful in these contexts, learners must be self-regulated, or have the ability to control the factors affecting their learning. Based on the theories of transactional distance, self-regulated learning (SRL) and language acquisition, the model of self-regulated distance learning has been shown to increase learner selfregulation and success. The current exploratory study examined the role of dialogue and structure on the effectiveness of SRL activities in an English language course based on this model. The study examined student responses and related teacher feedback to SRL activities as well as course structural components to determine how dialogue (i.e. teacher feedback) and structure helped or hindered learners in gaining full benefit from the SRL course component. Findings indicated that a lack of dialogue and missing structural elements were related to students completing the activities superficially, with inappropriate sequencing, or not doing them at all. Across the two semesters studied, the teachers varied in the extent and quality of their feedback, and structural problems undermined the value of the activities. Consequently, changes were made in course set-up and teacher training provided.

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Classroom Applications of Research on Self-Regulated Learning

Cited by 965 publications

References 51 publications

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

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