Self-Regulation of Learning - The Meaning, Importance, and Role of the Teacher in Its Encouragement
DOI:
https://doi.org/10.7251/FLZB2324289NKeywords:
educational outcomes, learning strategies, lifelong learning, self-regulation of learning (SRL), teacher’s roleAbstract
Self-regulated learning (SRL) is a multidimensional process that includes personal, behavioral, and contextual components to effectively regulate one’s own learning process. Students whose learning is self-regulated achieve positive educational outcomes, are more successful, intrinsically motivated, and SRL supports the development of lifelong learning skills. However, research shows that not all students’ learning is self-regulated, and that SRL is strongly influenced by classroom practice managed by teachers. Studies show that teachers rarely integrate SRL into their teaching, provide only limited instruction on learning strategies, and rarely emphasize metacognitive monitoring of learning as an important aspect of SRL. The teaching of SRL is very rarely carried out in classes, which is confirmed by the research findings within the scientific project “The Role of Teachers in the Promotion of SRL,” conducted in the Croatian educational context. The research findings show that students need help in developing SRL; however, teachers are not sure how to achieve this. Research on the connection between teachers’ beliefs, knowledge, and practice in the classroom shows that they express positive beliefs about SRL, but their knowledge about SRL and its application in the classroom is mostly weak. The findings show that teachers’ knowledge and competences in SRL need to be strengthened so that they know how to adequately teach and practice learning strategies with students, create a stimulating environment for learning and active teaching. Therefore, at the end of the work, recommendations on how to do this are also given.
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