Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

Alvi, Effat; Gillies, Robyn M.

doi:10.1016/j.ijer.2015.04.008

Cited by 34 publications

(33 citation statements)

References 57 publications

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“…This suggests that even at the university level, some students may not have internalized SRL strategies which is why they tend to seek social assistance. Although constructive social interactions have been positively linked to SRL (Alvi & Gillies, 2015), an over-reliance on social sources for help demonstrates low levels of self-regulation (Effeney, et al, 2013).…”

Section: Resource Management Strategiesmentioning

confidence: 99%

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Alvi¹,

Iqbal²,

Masood³

et al. 2016

AJTE

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Section: Resource Management Strategiesmentioning

confidence: 99%

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Alvi¹,

Iqbal²,

Masood³

et al. 2016

AJTE

Self Cite

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“…However, we posit that it is important to add teachers' perspectives and practices as enacted in classrooms (authentic context), to the array of well-articulated SRL models/perspectives. This can be achieved by interweaving rich theoretical analysis of teachers' beliefs and practices in varying contexts of classrooms, and generating multiple portraits of SRL-in-practice [14,15,28].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Consistently, we employed a systems-ecological perspective [29,30], to understand and highlight teachers' roles in supporting students' SRL. We used this framework to situate and interpret the findings that emerged from the in-depth case studies of six primary school teachers [14,15,26,28]. Bronfenbrenner's ideas allowed us to understand and explicate how these teachers supported students' SRL by examining the process in classroom contexts.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Although the research on SRL has proliferated with diverse yet related phenomena, such as cognition and metacognition [8], motivation and affect [9,10], students' characteristics [11], and developmental processes and trajectories [12,13]; there has been a less attention on what teachers say and do to promote students' SRL in the classroom [14,15]. This may be because earlier conceptualizations of SRL have generally been influenced from a solo-constructivist perspective that emphasized individual characteristics, such as, cognition, learning and study strategies [16].…”

Section: Introductionmentioning

confidence: 99%

“…Although several training models and intervention programs have been proposed to support the teaching and learning of SRL skills [22,23], teachers often remain unsure about how to promote it in classrooms [24,25]. Nonetheless, a few studies have examined teachers' beliefs and practices within naturalistic settings (i.e., classrooms) to understand their perspectives and modes of supporting students' SRL [14,15]. While the teaching of SRL is mostly implicit [25] and specific to the contexts in which teachers find themselves [17,26], it is critical to highlight SRL-supportive approaches that are contextualized and specific to the teachers' beliefs and practices.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Alvi

Gillies

2020

Education Sciences

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Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers’ beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers’ efforts to support students’ SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice.

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Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review

Lai

Saab

Admiraal³

2022

Educ Inf Technol

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Language learners in higher education increasingly use out-of-class self-directed learning facilitated by mobile technology. In order to make informed educational decisions, this study sets out to provide an overview of empirical research into learning strategies that self-directed learners use with the support of mobile technology in language learning. Twenty studies were selected and systematically analysed, revealing the cognitive, metacognitive, social and affective strategies that self-directed learners used in their language learning processes. Low-cognitive strategies appeared to be more commonly reported than high-cognitive strategies. The use of metacognitive strategies was more closely associated with the forethought phase and performance phase than with the self-reflection phase, yet only a few articles reported all three metacognitive phases. Three kinds of social strategies were examined, and only one affective strategy was reported. Finally, implications of these findings and directions for future research are provided for self-directed learners, practitioners and researchers to facilitate self-directed learning and future work.

show abstract

Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

Cited by 34 publications

References 57 publications

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review

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