Research on learning and instruction has indicated overwhelmingly the desirability of self-regulated learning (SRL). Moreover, it has been shown that teachers can stimulate SRL development. As a next step, the influence of teacher and school determinants on teachers' SRL stimulation can be detected. This study therefore examines which teacher and school level components are associated with teachers' SRL stimulation. Second, the study assesses the impact of schools on individual teacher differences in SRL promotion. Multilevel random effects modeling is applied in order to take into account the clustered structure of teachers within schools. Results indicated teacher levels to be most important. However, a small proportion of the differences in SRL stimulation is still related to differences between schools. Further recommendations for research and practice are discussed.
Original languageEnglish
Title of host publication2013 Annual Meeting of the American Educational Research Association
Place of PublicationSan Francisco
ChapterFostering Self-Regulated Learning
Number of pages2
Edition2013
Publication statusPublished - 30 Apr 2013
Event2013 Annual Meeting of the American Educational Research Association - San Francisco, United States
Duration: 27 Apr 20131 May 2013

Conference

Conference2013 Annual Meeting of the American Educational Research Association
CountryUnited States
CitySan Francisco
Period27/04/131/05/13

    Research areas

  • Self-regulated learning, elementary education, school determinants, teacher determinants

ID: 2326500