ABSTRACT

Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test-post-test design was used with 10 schools randomly assigned to the experimental group (EG) and 10 schools to the control group (CG). To analyse how far the effects of the PDP reach, the impact on teachers’ SRL beliefs, self-efficacy, their SRL promotion behaviour and students’ SRL competences and achievement scores was investigated. Data were gathered from 40 fifth and sixth grade teachers (nEG = 22, nCG = 18) and their 747 upper primary school students (nEG = 448, nCG = 299). Analyses of covariance were used to study teacher-level effects, while multilevel analyses were adopted to investigate student-level effects. Results indicate that the PDP generated an increase in teachers’ SRL promotion, while no significant effect on their SRL beliefs and SRL self-efficacy could be found. Similarly, results overall indicate the absence of a desired intervention effect at the student level. Different explanations for the present results and recommendations for future research are discussed.

摘要

尽管自我调节很重要，但不同的研究表明，自我调节学习 (SRL) 在学校中的根深蒂固还不够，而且教师很少在学生中推广它。因此，目前的研究报告了为期一年的全校专业发展计划 (PDP)。采用准实验前测后测设计，将 10 所学校随机分配到实验组（EG），将 10 所学校随机分配到对照组（CG）。为了分析 PDP 的影响范围，调查了对教师的 SRL 信念、自我效能、他们的 SRL 促进行为以及学生的 SRL 能力和成绩分数的影响。数据来自 40 名五年级和六年级教师（nEG = 22，nCG = 18）和他们的 747 名小学高年级学生（nEG = 448，nCG = 299）。协方差分析用于研究教师水平的影响，而多水平分析用于研究学生水平的影响。结果表明，PDP 增加了教师的 SRL 推广，而对他们的 SRL 信念和 SRL 自我效能没有显着影响。同样，结果总体表明在学生层面缺乏预期的干预效果。讨论了对当前结果的不同解释以及对未来研究的建议。结果总体表明在学生层面缺乏预期的干预效果。讨论了对当前结果的不同解释以及对未来研究的建议。结果总体表明在学生层面缺乏预期的干预效果。讨论了对当前结果的不同解释以及对未来研究的建议。