Determinants of self-regulated learning practices in elementary education: a multilevel approach

ABSTRACT

Research indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers therein. Specifically, revealing correlates of teachers’ engagement in SRL classroom activities is desirable. The study’s main aim is to identify teacher and school mechanisms that facilitate or impede elementary teachers in introducing SRL practices. Teacher-reported data from 591 teachers were used in a multilevel random-effects model in order to consider the clustered structure of teachers within schools. The model was built in four steps mapping the role of different teacher and school mechanisms. Results indicate teacher-level components to be most important. Teachers’ developmental beliefs about education, their orientation towards SRL in elementary education, and the nature of previous experiences with autonomous learning, significantly correlate with teachers’ self-reported SRL promotion. However, a small proportion is still related to school differences. Only school policy concerning SRL was identified as a significant correlate of SRL promotion.

KEYWORDS:

• Self-regulated learning
• elementary education
• teacher influences
• school influences

Acknowledgments

The authors are especially grateful to the Research Foundation Flanders for their financial support enabling the research presented in the present paper (grant number 11I9712N). Furthermore, the authors would like to express their gratitude to all respondents and research assistants for their help during data collection.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Fonds Wetenschappelijk Onderzoek (Research Foundation Flanders) [11I9712N].

Notes on contributors

Valérie Thomas

Valérie Thomas works as a postdoctoral researcher at the Department of Educational Sciences of the Vrije Universiteit Brussel. Her research focuses on self-regulated learning, promotion of self-regulated learning in elementary and lower secondary education and the role of parental involvement in education. Contact address: Pleinlaan 2, 1050 Brussels; Telephone: [phone]; Email: [email protected]. ORCID: 0000-0002-1336-5274

Jeltsen Peeters

Jeltsen Peeters research focuses on educational innovation, self-regulated learning, and blended (and mobile) learning. Contact address: Pleinlaan 2, 1050 Brussels; Telephone: [phone]; Email: [email protected]

Free De Backer

Free De Backer is professor at the Department of Educational Sciences of the Vrije Universiteit Brussel. She has been especially interested in questions relating to the facilitation of arts education within and out-of-school context; the relationship between arts education and self-regulated learning; and the dynamics of lifelong learning. Contact address: Pleinlaan 2, 1050 Brussels; Telephone: [phone]; Email: [email protected]. ORCID: 0000-0002-4196-5082

Koen Lombaerts

Koen Lombaerts is head of the Department of Educational Sciences of the Vrije Universiteit Brussel. His teaching and research focus on change and innovation in education and lifelong learning with a specific interest in self-regulated learning environments. Contact address: Pleinlaan 2, 1050 Brussels; Telephone: [phone]; Email: [email protected]. ORCID: 0000-0002-6073-0254