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Mechanisms underlying elementary school teachers’ promotion of self-regulated learning. / Peeters, Jeltsen; De Backer, Free; Kindekens, Ankelien; Jacquet, Wolfgang; Lombaerts, Koen.

Public Scholarship to Educate Diverse Democracies: The Importance of Self-Regulation in Challenging Learning Environments. AERA, 2015.

Research output: Chapter in Book/Report/Conference proceedingConference paperResearch

Harvard

Peeters, J, De Backer, F, Kindekens, A, Jacquet, W & Lombaerts, K 2015, Mechanisms underlying elementary school teachers’ promotion of self-regulated learning. in Public Scholarship to Educate Diverse Democracies: The Importance of Self-Regulation in Challenging Learning Environments. AERA, Annual Meeting of the American Educational Research Association, Chicago, United States, 16/04/15.

APA

Peeters, J., De Backer, F., Kindekens, A., Jacquet, W., & Lombaerts, K. (2015). Mechanisms underlying elementary school teachers’ promotion of self-regulated learning. In Public Scholarship to Educate Diverse Democracies: The Importance of Self-Regulation in Challenging Learning Environments AERA.

Vancouver

Peeters J, De Backer F, Kindekens A, Jacquet W, Lombaerts K. Mechanisms underlying elementary school teachers’ promotion of self-regulated learning. In Public Scholarship to Educate Diverse Democracies: The Importance of Self-Regulation in Challenging Learning Environments. AERA. 2015

Author

Peeters, Jeltsen ; De Backer, Free ; Kindekens, Ankelien ; Jacquet, Wolfgang ; Lombaerts, Koen. / Mechanisms underlying elementary school teachers’ promotion of self-regulated learning. Public Scholarship to Educate Diverse Democracies: The Importance of Self-Regulation in Challenging Learning Environments. AERA, 2015.

BibTeX

@inproceedings{73ae5260c6174a7299aa8d48805a41f6,
title = "Mechanisms underlying elementary school teachers’ promotion of self-regulated learning",
abstract = "Research has indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers in stimulating SRL development. Considering the substantial impact of student SRL capacities on their academic achievement, revealing correlates of SRL promotion is advised. The study’s main aim therefore is to construct and test a model illustrating the processes involved in the promotion of elementary pupils’ SRL competences. Structural regression modeling is applied based on a survy distributed to 789 teachers from 123 elementary schools. Results indicate direct associations of SRL beliefs, SRL knowledge and self-efficacy. SRL school policy has a considerable role through its indirect association with teachers’ SRL promotion. The study informs policy and practice to further integrate SRL promotion.",
keywords = "self-regulated learning, primary education",
author = "Jeltsen Peeters and {De Backer}, Free and Ankelien Kindekens and Wolfgang Jacquet and Koen Lombaerts",
year = "2015",
language = "English",
booktitle = "Public Scholarship to Educate Diverse Democracies",
publisher = "AERA",

}

RIS

TY - GEN

T1 - Mechanisms underlying elementary school teachers’ promotion of self-regulated learning

AU - Peeters, Jeltsen

AU - De Backer, Free

AU - Kindekens, Ankelien

AU - Jacquet, Wolfgang

AU - Lombaerts, Koen

PY - 2015

Y1 - 2015

N2 - Research has indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers in stimulating SRL development. Considering the substantial impact of student SRL capacities on their academic achievement, revealing correlates of SRL promotion is advised. The study’s main aim therefore is to construct and test a model illustrating the processes involved in the promotion of elementary pupils’ SRL competences. Structural regression modeling is applied based on a survy distributed to 789 teachers from 123 elementary schools. Results indicate direct associations of SRL beliefs, SRL knowledge and self-efficacy. SRL school policy has a considerable role through its indirect association with teachers’ SRL promotion. The study informs policy and practice to further integrate SRL promotion.

AB - Research has indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers in stimulating SRL development. Considering the substantial impact of student SRL capacities on their academic achievement, revealing correlates of SRL promotion is advised. The study’s main aim therefore is to construct and test a model illustrating the processes involved in the promotion of elementary pupils’ SRL competences. Structural regression modeling is applied based on a survy distributed to 789 teachers from 123 elementary schools. Results indicate direct associations of SRL beliefs, SRL knowledge and self-efficacy. SRL school policy has a considerable role through its indirect association with teachers’ SRL promotion. The study informs policy and practice to further integrate SRL promotion.

KW - self-regulated learning

KW - primary education

UR - http://convention2.allacademic.com/one/aera/aera15/index.php?cmd=Online+Program+View+Paper&selected_paper_id=933820&PHPSESSID=j6bnodkjtmuf686f8jt2bih131

M3 - Conference paper

BT - Public Scholarship to Educate Diverse Democracies

PB - AERA

ER -

ID: 11270649