Primary Teachers’ Beliefs and Knowledge about Self-regulated Learning in the Kingdom of Saudi Arabia

Soliman, Mohammad Sayed Said; Alenazi, Mosab Mutlk

doi:10.1080/09751122.2017.1346573

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Teacher Beliefs About Self-regulated Learning1

Introduction1

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2019

2024

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Cited by 5 publications

(2 citation statements)

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“…The difference in opinions could be because the teachers were from primary and secondary schools. The primary teachers may have been more theoretical in their responses, while the secondary teachers may have been more practical, reflecting on their recent experiences (Dignath et al, 2008;Soliman & Alenazi, 2017).…”

Section: Teacher Beliefs About Self-regulated Learningmentioning

confidence: 99%

Exploring Teacher Beliefs and Practices to Enhance Self-Regulated Learning in Government Schools in Maldives

Waheed,

Tham,

Keat

2023

Preprint

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Section: Teacher Beliefs About Self-regulated Learningmentioning

confidence: 99%

Exploring Teacher Beliefs and Practices to Enhance Self-Regulated Learning in Government Schools in Maldives

Waheed,

Tham,

Keat

2023

Preprint

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“…Teachers' support and their teaching methods is an important factor affecting students' acquisition of self-regulated skills. It is influenced by a number of factors, including: their knowledge about SRL, beliefs, self-efficacy, years of experiences, gender, and subject area of specialization (De Smul, et al, 2018;Ewijk & Büttner, 2018;Ewijk & Werf, 2012;Lawson et al, 2018;Soliman & Alenazi, 2017;Yan, 2017).…”

Section: Introductionmentioning

confidence: 99%

Predictors of Teachers' Self-Efficacy for Self-Regulated Learning among Saudi Teachers

Alenezy¹,

Jiar²,

Kosnin³

2022

IJARBSS

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Self-Regulated Learning (SRL) is an important process for students' independence and thus their academic development, especially with the increase of knowledge and the emergence of technology. Although SRL may not develop naturally, fortunately, it can be taught and learned. Therefore, the role of teachers is important in this regard. This descriptive study aimed to reveal the level of general and special education teachers' self-efficacy in promoting self-regulated learning (SRL) in classrooms. Moreover, it investigated the extent of influence of teachers' gender, area of specialization (General education and special education teachers), and years of experience in teachers' self-efficacy on the promotion of SRL. The study sample consisted of 142 male and female teachers in primary and middle schools in Riyadh. The study used Teacher Self-Efficacy to Implement SRL Scale (TSES-SRL) developed by (De Smul. et al., 2018). The results showed that teachers had a moderate degree of selfefficacy in terms of promoting SRL among their students. The variables of gender, years of experience and subject-area of specialization had no effect on teachers' self-efficacy in promoting SRL.

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Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong

2019

Teaching and Teacher Education

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Primary Teachers’ Beliefs and Knowledge about Self-regulated Learning in the Kingdom of Saudi Arabia

Cited by 5 publications

References 57 publications

Exploring Teacher Beliefs and Practices to Enhance Self-Regulated Learning in Government Schools in Maldives

Exploring Teacher Beliefs and Practices to Enhance Self-Regulated Learning in Government Schools in Maldives

Predictors of Teachers' Self-Efficacy for Self-Regulated Learning among Saudi Teachers

Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong

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