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Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants
School Effectiveness and School Improvement ( IF 2.620 ) Pub Date : 2020-07-29 , DOI: 10.1080/09243453.2020.1797829
Sofie Heirweg 1 , Mona De Smul 1 , Emmelien Merchie 1 , Geert Devos 1 , Hilde Van Keer 1
Affiliation  

ABSTRACT

Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by investigating the interplay between determinants at the school, teacher, and student level. Survey data were gathered from 1,796 upper primary school students and their 110 teachers in 43 primary schools. The results of the multilevel path analyses underline the importance of reflective dialogue between team members because it is positively and directly related to teachers’ SRL self-efficacy and indirectly to their self-reported SRL promotion. At the teacher level, a strong interrelatedness is shown between teachers’ beliefs, self-efficacy, and SRL promotion. Finally, this study provides evidence for a significant but mostly negative relation between teachers’ SRL promotion and students’ metacognition and motivation, taking into account students’ background characteristics.



中文翻译:

你收获了什么吗?小学生自我调节学习与学生,老师和学校决定因素之间的关系

抽象的

尽管自我调节学习(SRL)的重要性,但多项研究表明,学校和教师都在努力推广SRL。此外,许多学生在有效调节学习方面遇到困难。因此,本研究通过调查学校,教师和学生级别的决定因素之间的相互作用,探索了实施SRL的潜在障碍和支持因素。调查数据来自43所小学的1,796名高级小学生及其110名教师。多级路径分析的结果强调了团队成员之间反思性对话的重要性,因为它与教师的SRL自我效能感直接相关,并与教师自我报告的SRL提升间接相关。在老师一级,教师的信念,自我效能和SRL提升之间显示出强烈的相互关系。最后,本研究提供了证据,表明教师的SRL促进与学生的元认知和动机之间存在显着但主要是负相关的关系,同时考虑了学生的背景特征。

更新日期:2020-07-29
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