Advanced search
Publication Cover
Educational Psychologist Volume 56, 2021 - Issue 4: Do Teachers’ Emotions, Motivations, and Self-Regulation Matter for Students’ Educational Outcomes?
Submit an article Journal homepage
2,011
Views
31
CrossRef citations to date
0
Altmetric
Articles

A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes

Bracha KramarskiSchool of Education, Bar-Ilan University, Ramat Gan, IsraelCorrespondence[email protected]
View further author information
&
Orna HeaysmanSchool of Education, Bar-Ilan University, Ramat Gan, IsraelORCID Iconhttps://orcid.org/0000-0002-3290-435XView further author information
ORCID Icon
Pages 298-311 | Published online: 16 Nov 2021

Citations (31)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (6)

Erin E. Peters-Burton, Hong H. Tran & Brittany Miller. (2024) Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN). Journal of Science Teacher Education 35:3, pages 221-242.
Read now
Dalila Dragnić-Cindrić, Nikki G. Lobczowski, Jeffrey A. Greene & P. Karen Murphy. (2024) Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms. Cognition and Instruction 42:1, pages 92-123.
Read now
Fani Lauermann & Ruth Butler. (2021) The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes. Educational Psychologist 56:4, pages 243-249.
Read now
Michele Gregoire Gill. (2021) Teachers’ social-emotional characteristics and student outcomes: A commentary. Educational Psychologist 56:4, pages 323-332.
Read now
Reinhard Pekrun. (2021) Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist 56:4, pages 312-322.
Read now
Rivi Frei-Landau, Orit Avidov-Ungar, Orna Heaysman, Abed Abu-Sareya & Lior Idan. Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders. Teaching Education 0:0, pages 1-24.
Read now

Articles from other publishers (25)

XiaoShu Xu, Zhiyou Li, Wilson Cheong Hin Hong, Xinyu Xu & YunFeng Zhang. (2024) Effects and side effects of personal learning environments and personalized learning in formal education. Education and Information Technologies.
Crossref
Yves Karlen, Kerstin Bäuerlein & Sabrina Brunner. (2023) Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy. Social Psychology of Education 27:2, pages 461-491.
Crossref
Antonia Fischer & Charlotte Dignath. (2023) How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competencyWie fördern Lehrkräfte Selbstregulation beim Lernen, wenn Schüler*innen von Zuhause Lernen Müssen? Die Moderierende Rolle der IKT-Kompetenz von Lehrkräften. Unterrichtswissenschaft 52:1, pages 65-92.
Crossref
Helene Zeeb, Anika Bürgermeister, Henrik Saalbach, Alexander Renkl & Inga Glogger-Frey. (2023) Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learningEffekte eines digitalen Unterstützungstools auf das Wissen über, die Einschätzung von und das Feedback zu selbstreguliertem Lernen bei angehenden Lehrkräften. Unterrichtswissenschaft 52:1, pages 93-115.
Crossref
Daryn A. Dever, Megan D. Wiedbusch, Sarah M. Romero & Roger Azevedo. (2024) Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals. British Journal of Educational Technology.
Crossref
Daniela Pedrosa, Leonel Morgado & Dennis Beck. 2024. Immersive Learning Research Network. Immersive Learning Research Network 497 511 .
Amina Rosenthal, Carmen Nadja Hirt, Tabea Daria Eberli, Johannes Jud & Yves Karlen. (2023) Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learningVideo-Basierte Einblicke ins Klassenzimmer: Die Förderung des Selbstregulierten Lernens im Kontext der Professionellen Kompetenzen von Lehrkräften und der Fertigkeiten der Schüler:innen im Selbstregulierten Lernen. Unterrichtswissenschaft.
Crossref
Zhuo Zhang, Yukiko Maeda & Timothy Newby. (2023) Individual differences in preservice teachers’ online self-regulated learning capacity: A multilevel analysis. Computers & Education 207, pages 104926.
Crossref
Daryn A. Dever, Nathan A. Sonnenfeld, Megan D. Wiedbusch, S. Grace Schmorrow, Mary Jean Amon & Roger Azevedo. (2023) A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system. Metacognition and Learning 18:3, pages 659-691.
Crossref
Yael Feldman-Maggor. (2023) Identifying self-regulated learning in chemistry classes – a good practice report. Chemistry Teacher International 5:2, pages 203-211.
Crossref
Boaz Hadas, Orit Herscovitz & Yehudit Judy Dori. (2023) Analysis of online assignments designed by chemistry teachers based on their knowledge and self-regulation. Chemistry Teacher International 5:2, pages 189-201.
Crossref
Bracha Kramarski & Orna Heaysman. (2023) Promoting teachers’ SRL with professional vision experiences of live‐actors simulations and video technology. New Directions for Teaching and Learning 2023:174, pages 57-64.
Crossref
Héfer Bembenutty. (2023) Self‐regulated learning and technology among teacher candidates. New Directions for Teaching and Learning 2023:174, pages 33-40.
Crossref
Michelle Taub & Roger Azevedo. (2023) Teachers as self‐regulated learners: The role of multimodal data analytics for instructional decision making. New Directions for Teaching and Learning 2023:174, pages 25-32.
Crossref
Yves Karlen, Carmen Nadja Hirt, Johannes Jud, Amina Rosenthal & Tabea Daria Eberli. (2023) Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education 125, pages 104055.
Crossref
L. P. Maricuțoiu, Z. Pap, E. Ștefancu, V. Mladenovici, D. G. Valache, B. D. Popescu, M. Ilie & D. Vîrgă. (2023) Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence. Educational Psychology Review 35:1.
Crossref
Yulia Muchnik-Rozanov, Rivi Frei-Landau & Orit Avidov-Ungar. (2022) Mobile-learning adoption in teacher education amidst COVID-19: Identifying two critical stages by exploring teachers’ emotions. Frontiers in Education 7.
Crossref
Orna Heaysman & Bracha Kramarski. (2022) Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video. Instructional Science 50:6, pages 829-861.
Crossref
Roger Azevedo, François Bouchet, Melissa Duffy, Jason Harley, Michelle Taub, Gregory Trevors, Elizabeth Cloude, Daryn Dever, Megan Wiedbusch, Franz Wortha & Rebeca Cerezo. (2022) Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System. Frontiers in Psychology 13.
Crossref
Qian Zhao, Jiwei Han, Wenkai Lin, Siyu Zhang & Yiran Li. (2022) The Effects of Teachers’ Error Orientations on Students’ Mathematics Learning: The Role of Teacher Emotions. Sustainability 14:10, pages 6311.
Crossref
Hong H. Tran, Daniel K. Capps & Georgia W. Hodges. (2022) Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity. Sustainability 14:10, pages 5923.
Crossref
Kristiina Mänty, Susanna Kinnunen, Outi Rinta-Homi & Marika Koivuniemi. (2022) Enhancing Early Childhood Educators’ Skills in Co-regulating Children’s Emotions: A Collaborative Learning Program. Frontiers in Education 7.
Crossref
L. I. Volos & A. P. Dudash. (2022) Features of the COX-2 Expression in Different Molecular Subtypes of Invasive Ductal Breast Cancer. Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 7:1, pages 68-78.
Crossref
Orna Heaysman & Bracha Kramarski. (2022) Enhancing students' metacognition, achievement and transfer between domains: Effects of the simulative “SRL-AIDE” parallel teacher–student program. International Journal of Educational Research 116, pages 102074.
Crossref
Daryn A. Dever, Nathan A. Sonnenfeld, Megan D. Wiedbusch & Roger Azevedo. 2022. Artificial Intelligence in Education. Artificial Intelligence in Education 332 343 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.