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 associat- ed with teachers' SRL stimulation. Second, the study assesses the impact of schools on individual teacher differences in SRL promo- tion. Multilevel random effects modeling is applied in order to take into account the clustered structure of teachers within schools. Re- sults indicated teacher level to be most important. However, a small proportion of the differences in SRL stimulation is still related to
Compared to the bulk of research on the role of self-efficacy in aca- demic self-regulation, however, the role of interest in academic self- regulation has not been thoroughly investigated. Also, when re- searchers include interest in their investigations, they often as- sessed broader constructs that are related to interest, such as in- trinsic value or task value, rather than interest per se. In this re- search, we tested the role of interest in the self-regulatory process- es. We also examined gender differences in the overall pathways associated with academic self-regulation.
We found that both interest and academic self-efficacy worked as independent facilitators of academic self-regulation. Even though other researchers have already suggested that interest should be included in the model of academic self-regulation, their conceptuali- zations often include interest only as a target and not as a facilitator of academic self-regulation (Hidi & Ainley, 2008; Sansone & Thoman, 2005). Our research demonstrates that interest functions as a unique facilitator of academic self-regulation and subsequent academic achievement. We also found that the self-regulatory path- ways associated with interest are not the same to those associated with self-efficacy.
We also found gender differences in the relationships between stu- dents' motivation, academic self-regulation, and achievement. The most notable difference involves the role of interest in academic self-regulation. According to the current results, academic self- regulation of girls, although relying substantially on interest in the subject as well, depended relatively less heavily on their interest compared to that of boys. These results nicely corroborate Schiefele et al.'s (1992) suggestion that the weaker relationships between interest and achievement-related variables for girls could be at- tributed to their high conformity. Even when girls hold low interest toward certain tasks or domains, strong conformity to the norm of achievement will minimize the detrimental effects of their low inter- est on their cognitive functioning, thereby weakening the alliance between the two.
differences between schools. Further recommendations for re- search and practice are discussed.
Original languageEnglish
JournalAERA: SIG Studying and Self-regulated Learning
Issue numberNewsletter - Spring 2013
Publication statusPublished - 18 Apr 2013

    Research areas

  • Paper presentation, AERA, newsletter, Self-regulated learning, Multilevel modeling

ID: 2309192