Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

Alvi, Effat; Gillies, Robyn M.

doi:10.1080/03055698.2021.1966757

Cited by 1 publication

(1 citation statement)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is now even more demonstrated that acquiring SRL‐oriented skills is a must for students to become lifelong learners (Taranto & Buchanan, 2020). However, when schools moved to distance learning, it became clear not only how important SRL is, but also how unprepared most students are for SRL (Alvi & Gillies, 2021). Therefore, preservice teachers need to be good role models for their students to develop their self‐regulation skills.…”

Section: Introductionmentioning

confidence: 99%

The relationship between preservice science teachers' perceived role modeling and self‐regulation skills in science

Karaca,

Bektaş,

Öner Armağan

et al. 2024

Psychology in the Schools

View full text Add to dashboard Cite

Preservice teachers' self‐regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self‐regulation skills. This study has been conducted using the predictive correlational design, a quantitative research method. The sample of the study consists of 242 volunteer preservice science teachers from two state universities in Türkiye. Data were collected using the Perceived Role Models Scale and the Self‐Regulation Scale for Science. The study used the SEM's model development strategy to determine whether a relationship exists between preservice science teachers' perceptions of role modeling and their self‐regulation levels regarding science and whether the relationship if any is significant or not. As a result, a model was developed that shows preservice science teachers' perceived role modeling to predict their self‐regulation skills in science significantly. This result shows role modeling to be important in developing preservice teachers' self‐regulation skills. Therefore, we have concluded that self‐regulation is an ongoing process at early ages and adulthood.

show abstract

Section: Introductionmentioning

confidence: 99%