Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

Abstract

An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers' direct and indirect promotion of self-regulated learning and its relation to the development of students' performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students' mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers' implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students' performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms.

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

“…Contrary to this advise, explicit training of metacognitive learning strategies was shown to to be rare in primary student teachers' classrooms. These findings are in line with the results of Kistner et al (2010) who conclude that a great amount of strategy teaching occurs in an implicit way because teacher educators often find it difficult to serve as a role model. Teacher educators are absolutely willing to invest effort in the instruction of metacognition within their lessons, but they need the 'tools' for implementing metacognition as an integral part of their lessons and for making students aware of their metacognitive activities and the usefulness of those activities (Veenman et al, 2006).…”

Assessment of a Self-regulated Learning Intervention

“…Since we were working with previously formed class groups, it seemed apt to analyze the program's efficacy in groups of students with different baseline levels of the variables (Kistner et al, 2010). Dividing the sample into low, moderate, and high-level groups revealed that the program was highly effective for students starting at lower levels of declarative knowledge and use of self-regulated learning strategies, and who spent less time on schoolwork.…”

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

“…Several studies evident that students who self-regulate their learning perform better and learn effectively than their counterparts with worse self-regulatory learning behavior Cleary & Chen, 2009;Dresel & Haugwitz, 2008;Jarvela & Jarvenoja, 2011;Kistner, Rakoczy, & Otto, 2010;Schunk & Zimmerman, 2008;Zimmerman, 2008). Specifically, self-regulated students actively set goals and shift approaches flexibly (Wolters, 2011), apply appropriate learning strategies (Harris, Friedlander, Sadler, Frizzelle, & Graham, 2005;Meltzer, 2007), monitor their performance by seeking feedback on it and making appropriate adjustments in the future (Harris et al, 2005), evaluate their academic progress (De Bruin, Thiede, & Camp, 2011), seek out additional resources when needed to master content (Clarebout, Horz, & Schnotz, 2010;De Bruin et al, 2011), pursuit positive learning environment and manipulate them to satisfy their needs (Kolovelonis, Goudas, & Dermitzaki, 2011;Labuhn, Zimmerman, & Hasselhorn, 2010), and have higher academic self-efficacy (Labuhn et al, 2010).…”