Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

Moos, Daniel C.; Ringdal, Alyssa

doi:10.1155/2012/423284

Cited by 129 publications

(107 citation statements)

References 78 publications

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“…Researchers have suggested that teacher education programs should include educational proposals that help students both to reflect on their academic performance and to learn strategies to become more self-regulated students. In this way, preservice teachers can be exposed to important information and become experts in self-regulated learning during their preservice preparation in such a way that they can be motivated to promote the self-regulated learning of their future students (McKeachie et al, 2004;Cleary, 2011;Middleton et al, 2011;Moos and Ringdal, 2012;Boruchovitch and Ganda, 2013;Panadero, 2017).…”

Section: Discussionmentioning

confidence: 99%

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Ganda

Boruchovitch

2018

Front. Educ.

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Self-regulation is the process by which individuals monitor, control, and reflect on their learning. Self-regulated students have motivational, metacognitive, affective, and behavioral characteristics that enhance their learning. As the importance of self-regulated learning is well acknowledged by research nowadays, the aim of this study is to examine the effectiveness of an innovative course designed to promote self-regulated learning among Brazilian preservice student teachers. The innovative approach was developed in the format of a program of intervention based heavily on self-reflection. The content involved student exposure to self-reflexive activities, lectures on the self-regulated learning framework, and theoretical tasks aimed at fostering self-regulation of students in a double perspective: as a student and as a future teacher. The efficacy of the approach was tested by comparison with both the results of students who had taken a course with theoretical content only and those who had not taken any course at all. The sample consisted of 109 students in 4 different freshman classes in a Teacher Education Program in a Brazilian public university in an inner city in the state of São Paulo. The research was conducted using a quasi-experimental design with three stages: pretest, intervention, and posttest. The classes were randomly assigned to experimental and control conditions as follows: an experimental group involving intervention, an experimental group exposed to theory, and two control groups not taking the course. Before and after the intervention program, all the participants responded to the Learning and Study Strategies Inventory and the Self-efficacy for Self-regulated Learning scales. Overall, the results showed that the intervention program format had a positive impact in enhancing student self-regulation. Moreover, students in both the experimental groups reported both higher gains in self-efficacy for self-regulated learning scores and an increase in employment of learning strategies when compared to the control groups.

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Section: Discussionmentioning

confidence: 99%

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Ganda

Boruchovitch

2018

Front. Educ.

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“…Paris & Paris, 2001;Moos & Ringdal, 2012). Accordingly, SRL pedagogies contextualization in SRL theories is conducted in this article.…”

Section: Srl Pedagogies Contextualization In Srl Theoriesmentioning

confidence: 99%

“…Despite the consensus, a number of published literature review studies pointed to a variety of views regarding SRL construct ( Paris & Paris, 2001;Dignath, Büttner & Langfeldt, 2008;Moos & Ringdal, 2012). Over the years, numerous research studies that were conducted, transformed SRL into a field of massive proportions, pointing to continued expansion and development.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning – Theories Or Pedagogies

Cohen¹

2018

The European Proceedings of Social and Behavioural Sciences

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The current pedagogies promoting Self-Regulated Learning (SRL) present three separate Self-Regulated Learning pedagogies: (1) Key components of the study and task conditions including SRL; (2) Gradual process of SRL transfer: (3) Direct instruction of SRL strategies. The present research reveals the connections between these different approaches, analyzes their applications and most of all contextualizes them theoretically. The literature review conducted for this study shows that pedagogies to promote SelfRegulated Learning can be thoroughly understood in relation to socio-cognitive and socio-cultural theoretical contexts. This deep conscious process of teaching and learning is explained by these three pedagogies via theories that are connected to reading and writing research. A fourth pedagogy presents synergetic integration of the three Self-Regulated Learning pedagogies interwoven with Self-Regulated Learning theoretical contexts. Finally, application and implication of the fourth pedagogy will be presented and recommended, including pre-service teachers' preparation programs. Research findings show that providing tasks that include a range of techniques involving establishment of a system of scaffolding in discourse helps pre-service teachers in primary schools to develop SRL practices to promote students' SRL (Perry, Hutchinson & Thauberger, 2007). Based on research findings that pointed to the considerable contribution of pre-service teachers' collaborative reflective learning discourse on developing their teaching to promote Self-Regulated Learning (Michalsky & Schechter, 2013), it is recommended that promotion of SRL in teaching will be develop by shared-regulation learning discourse in groups.

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“…Intervention strategies of self-regulated learning have been shown to be beneficial in two ways, primarily for students with learning difficulties or low academic achievement (González-Pienda, Fernández, Bernardo, Núñez, & Rosário, 2014;Moos & Ringdal, 2012;Stoeger & Ziegler, 2008).…”

Section: Differences In Metacognitive Skills Between Groups With Highmentioning

confidence: 99%

Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

et al. 2016

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Título: Metacognición y funcionamiento ejecutivo en Educación PrimariaResumen: Este trabajo analiza las diferencias en habilidades metacognitivas y de funcionamiento ejecutivo entre dos grupos de estudiantes (10-12 años) con diferentes niveles de conocimiento metacognitivo (alto n = 50, bajo n = 64). Los grupos fueron establecidos en función de la puntuación en una prueba de reconocimiento de estrategias. Las habilidades metacognitivas se evaluaron mediante auto-informe. Los estudiantes indicaron la frecuencia de empleo de estas habilidades en las fases de planificación, ejecución y evaluación del aprendizaje. Por último, la información sobre el funcionamiento ejecutivo fue proporcionada por familias y profesorado, los cuales cumplimentaron dos formas paralelas de un inventario de calificación de la conducta. Los resultados indicaron que: a) los estudiantes con alto conocimiento metacognitivo señalaron emplear más frecuentemente las habilidades metacognitivas que sus compañeros con bajo conocimiento metacognitivo. Estas diferencias se encontraron principalmente en las fases de planificación y ejecución; b) tanto familias como profesorado informaron acerca de unas mejores habilidades de funcionamiento ejecutivo en los estudiantes con alto conocimiento metacognitivo, siendo estadísticamente significativas las diferencias en planificación, memoria funcional, focalización de la atención y atención sostenida. Estos resultados muestran la existencia de una asociación entre diferentes niveles de conocimiento metacognitivo y las habilidades metacognitivas y de funcionamiento ejecutivo, sugiriendo la necesidad de incidir en el conjunto de variables estudiadas para promover entre los estudiantes niveles crecientes de control sobre su proceso de aprendizaje. Palabras clave: metacognición; funciones ejecutivas; conocimiento; habilidades; aprendizaje.Abstract: This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high n = 50, low n = 64). Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existenc...

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Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

Cited by 129 publications

References 78 publications

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Self-Regulated Learning – Theories Or Pedagogies

Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

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