Teacher differences in promoting students' self-regulated learning: Exploring the role of student characteristics
| Autor: | Jeltsen Peeters, Koen Lombaerts, Ankelien Kindekens, Karen Triquet, Free De Backer |
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| Přispěvatelé: | Educational Science, Brussels research center for Innovation in Learning and Diversity, Innovation, Diversity and Educational Approaches, Faculty of Psychology and Educational Sciences, Online and Blended Learning Competence Center, EU-China Higher Education Research Center |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
self-regulated learning
teachers Social Psychology media_common.quotation_subject 05 social sciences Primary education 050301 education Affect (psychology) 050105 experimental psychology Education School teachers Promotion (rank) primary education Perception Developmental and Educational Psychology Mathematics education Intrinsic motivation 0501 psychology and cognitive sciences Self-regulated learning Psychology Association (psychology) 0503 education media_common |
| Popis: | Research has repeatedly illustrated the positive effects of self-regulated learning (SRL) on students' intrinsic motivation and academic performance. Teachers are crucial actors in providing all students with equal opportunities to develop SRL skills. However, various factors, such as student characteristics, may affect teachers' support of students' SRL. This study examined primary school teachers' (N = 127) perceptions regarding the role of student characteristics in their promotion of SRL. It was found that while teachers recounted experiencing the influence of multiple student characteristics, teachers differed in their instructional responses. Subsequently, the results suggested that teacher beliefs, knowledge of SRL, and attributional styles mediate the potential association of student characteristics alongside teachers' SRL support. The study concludes by acknowledging the role of student characteristics in understanding teachers' varying levels of SRL promotion. In addition, teachers' susceptibility and response to diverse student characteristics may overshadow actual student SRL needs, limiting student growth opportunities. |
| Databáze: | OpenAIRE |
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