Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators’ own engagement in self-regulation, often made visible to students, played a key role in promoting students’ self-regulatory capacities.

研究将自我调节学习与学术成就和终身学习联系在一起。尽管围绕学生发展自我调节学习技能的需求达成了共识，但很少有研究探索教育者如何促进学生自我调节学习。本研究考察了跨学科的，促进学生自我调节学习的教育工作者的教学实践，信念和经验。它探讨了促进自我调节学习的教学特征，以及对教育者方法的影响。对问卷和半结构化访谈数据进行了分析。调查结果确定了用于促进自我调节学习的四种教学策略。这项研究阐明了支持教育者促进学生自我调节学习的条件，以及他们面临的挑战。教育者自己对自我调节的参与（通常是学生可以看到的）在提高学生的自我调节能力中起着关键作用。