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There are many practices that educators can use to develop self‐regulated learning (SRL); however, an organizational framework for cataloging SRL supportive practices that also identifies empirical support for those practices is lacking. The purpose of this manuscript is to provide such guidance by developing the settings, exchanges, and events (SEE) framework, and guide its use. Literature review and expert feedback led us to identify three categories of SRL supportive practices including (a) creating a learning setting that is conducive to SRL, (b) fostering adaptive learning exchanges between educators and learners that foster SRL, and (c) creating events that provide opportunities to utilize SRL skills. The SEE framework is beneficial to educators because it organizes SRL supportive practices and can facilitate professional development trainings. The SEE framework can also support educational researchers interested in embedding SRL within classrooms. Specifically, the SEE framework provides an initial structure of practices that can initiate discussions among researchers and be tested and elaborated upon. Moreover, the SEE framework can assist researchers in the development of tools to support classroom observation and consultation.

This study examined the relationships among three measurement methodologies that are used to assess characteristics and processes associated with creativity (i.e., a self-report questionnaire, teacher ratings, and a structured interview). In addition, we examined the predictive contributions of these three measurement methodologies for a divergent thinking test (Torrance Test of Creative Thinking-Figural; TTCT-F). Participants were 89 adolescents in the Midwestern United States. Results revealed that the self-report questionnaire and structured interview measure of self-efficacy correlated significantly (r = .34), but no other significant relationships among measurement methodologies were observed. Neither the self-report ratings nor teacher ratings significantly predicted performance on the TTCT-F, but the structured interview measures did.

This study examined how teachers support self‐regulated learning (SRL) by examining reports of 15 potential practices and differentiated the use of these practices via teachers' SRL knowledge, beliefs, demographics, and student characteristics. Teachers (n = 112) responded to open‐ended questions targeting SRL knowledge, beliefs, and practices and a demographics survey about themselves and their students. Teachers reported few practices to support SRL, but teachers who used more practices tended to have greater SRL knowledge, teaching experience, and time limits. Reporting excessive responsibility for students negatively correlated with SRL practices. SRL knowledge and limited time were significant predictors in regression analyses. Teachers reported few SRL practices (even when examining 15 potential practices). However, our findings highlight SRL knowledge as a potential first step for teacher trainers and professional developers to target in attempts to increase SRL supports in the classroom.

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