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

References

• Agirdag, O., P. Van Avermaet, and M. Van Houtte. 2013. “School Segregation and Math Achievement: A Mixed-method Study on the Role of Self-fulfilling Prophecies.” Teacher College Record 115 (3): 1–50.
   Web of Science ®Google Scholar
• Arbuckle, J. L. 1996. “Full Information Estimation in the Presence of Incomplete Data.” In Advanced Structural Equation Modeling: Issues and Techniques, edited by G. A. Marcoulides and R. E. Schumacker, 243–277. New Jersey: L. Erlbaum Associates.
   Google Scholar
• Baxter Magolda, M. B. 1992. Knowing and Reasoning in College. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Boekaerts, M. 1997. “Self-regulated Learning: A New Concept Embraced by Researchers, Policy Makers, Educators, Teachers, and Students.” Learning and Instruction 7 (2): 161–186. doi:10.1016/S0959-4752(96)00015-1.
   Web of Science ®Google Scholar
• Boekaerts, M., and M. Niemivirta. 2000. “Self-regulated Learning: Finding a Balance between Learning Goals and Ego-protective Goals.” In Handbook of Self-regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 417–450. San Diego: Academic Press.
   Google Scholar
• Bolhuis, S., and M. J. Voeten. 2001. “Toward Self-directed Learning in Secondary Schools: What Do Teachers Do?” Teaching and Teacher Education 17 (7): 837–855. doi:10.1016/S0742-051X(01)00034-8.
   Web of Science ®Google Scholar
• Bryce, D., and D. Whitebread. 2012. “The Development of Metacognitive Skills: Evidence from Observational Analysis of Young Children’s Behavior during Problem-solving.” Metacognition and Learning 7 (3): 197–217. doi:10.1007/s11409-012-9091-2.
   Web of Science ®Google Scholar
• Butler, D. L., and L. Schnellert. 2012. “Collaborative Inquiry in Teacher Professional Development.” Teaching and Teacher Education 28 (8): 1206–1220. doi:10.1016/j.tate.2012.07.009.
   Web of Science ®Google Scholar
• Chung, M.-K. 2000. “The Development of Self-regulated Learning.” Asia Pacific Education Review 1 (1): 55–66. doi:10.1007/BF03026146.
   Google Scholar
• Cleary, T. J., and P. Platten. 2013. “Examining the Correspondence between Self-regulated Learning and Academic Achievement: A Case Study Analysis.” Education Research International (2013: 1–18. doi:10.1155/2013/272560.
   Google Scholar
• Colman, R. A., S. A. Hardy, M. Albert, M. Raffaelli, and L. Crockett. 2006. “Early Predictors of Self-regulation in Middle Childhood.” Infant and Child Development 15 (4): 421–437. doi:10.1002/()1522-7219.
   Web of Science ®Google Scholar
• Cooper, J. E., S. Horn, and D. B. Strahan. 2005. ““If Only They Would Do Their Homework”: Promoting Self-regulation in High School English Classes.” The High School Journal 88 (3): 10–25. doi:10.1353/hsj.2005.0001.
   Google Scholar
• Cornford, I. 2002. “Learning-to-learn Strategies as a Basis for Effective Lifelong Learning.” International Journal of Lifelong Education 21 (4): 357–368. doi:10.1080/02601370210141020.
   Google Scholar
• Creemers, B. P. M., and L. Kyriakides. 2006. “Critical Analysis of the Current Approaches to Modeling Educational Effectiveness: The Importance of Establishing a Dynamic Model.” School Effectiveness and School Improvement 17 (3): 347–366. doi:10.1080/09243450600697242.
   Web of Science ®Google Scholar
• Dignath, C., G. Buettner, and H.-P. Langfeldt. 2008. “How Can Primary School Students Learn Self-regulated Learning Strategies Most Effectively? A Meta-analysis on Self-regulation Training Programmes.” Educational Research Review 3 (2): 101–129. doi:10.1016/j.edurev.2008.02.003.
   Web of Science ®Google Scholar
• Dignath, C., and G. Büttner. 2008. “Components of Fostering Self-regulated Learning among Students. A Meta-analysis on Intervention Studies at Primary and Secondary School Level.” Metacognition and Learning 3 (3): 231–264. doi:10.1007/s11409-008-9029-x.
   Web of Science ®Google Scholar
• Dignath-van Ewijk, C., and G. van der Werf. 2012. “What Teachers Think about Self-regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-regulation.” Education Research International (2012: 1–10. doi:10.1155/2012/741713.
   Google Scholar
• Duby, D. 2006. How Leaders Support Teachers to Facilitate Self-regulated Learning in Learning Organizations: A Multiple-case Study. Norfolk: Regent University.
   Google Scholar
• Ertmer, P. A. 2005. “Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?” Educational Technology Research and Development 53 (4): 25–39. doi:10.1007/BF02504683.
   Web of Science ®Google Scholar
• Ertmer, P. A., and A. Ottenbreit-Leftwich. 2013. “Removing Obstacles to the Pedagogical Changes Required by Jonassen’s Vision of Authentic Technology-enabled Learning.” Computers & Education 64: 175–182. doi:10.1016/j.compedu.2012.10.008.
   Web of Science ®Google Scholar
• Field, A., J. Miles, and Z. Field. 2012. Discovering Statistics Using R. London: Sage Publications Ltd.
   Google Scholar
• Fielding, A., and H. Goldstein. 2006. Cross-classified and Multiple Membership Structures in Multilevel Models: An Introduction and Review. Nottingham: DfES Publications.
   Google Scholar
• Fontana, R. P., C. Milligan, A. Littlejohn, and A. Margaryan. 2015. “Measuring Self-regulated Learning in the Workplace.” International Journal of Training and Development 19 (1): 32–52. doi:10.1111/ijtd.12046.
   Web of Science ®Google Scholar
• Frost, J. H. 2010. “Looking through the Lens of a Teacher’s Life: The Power of Prototypical Stories in Understanding Teachers’ Instructional Decisions in Mathematics.” Teaching and Teacher Education 26 (2): 225–233. doi:10.1016/j.tate.2009.03.020.
   Web of Science ®Google Scholar
• Fullan, M. 2002. “Principals as Leaders in a Culture of Change.” Educational Leadership 59 (8): 16–21.
   Web of Science ®Google Scholar
• Fullan, M. 2007. The New Meaning of Educational Change. New York: Teachers College Press.
   Google Scholar
• Geijsel, F. P., P. Sleegers, R. van den Berg, and G. Kelchtermans. 2001. “Conditions Fostering the Implementation of Large-scale Innovation Programs in Schools: Teachers’ Perspectives.” Educational Administration Quarterly 37 (1): 130–166. doi:10.1177/00131610121969262.
   Web of Science ®Google Scholar
• Gordon, S. C., M. H. Dembo, and D. Hocevar. 2007. “Do Teachers’ Own Learning Behaviors Influence Their Classroom Goal Orientation and Control Ideology?” Teaching and Teacher Education 23 (1): 36–46. doi:10.1016/j.tate.2004.08.002.
   Web of Science ®Google Scholar
• Harfitt, G. J. 2012. “An Examination of Teachers’ Perceptions and Practice When Teaching Large and Reduced-size Classes: Do Teachers Really Teach Them in the Same Way?” Teaching and Teacher Education 28 (1): 132–140. doi:10.1016/j.tate.2011.09.001.
   Web of Science ®Google Scholar
• Hargraves, A. 2005. “Educational Change Takes Ages: Life, Career and Generational Factors in Teachers’ Emotional Responses to Educational Change.” Teaching and Teacher Education 21: 967–983. doi:10.1016/j.tate.2005.06.007.
   Web of Science ®Google Scholar
• Hedeker, D., R. D. Gibbons, and B. R. Flay. 1994. “Random-effects Regression Models for Clustered Data with an Example from Smoking Prevention Research.” Journal of Consulting and Clinical Psychology 62 (4): 757–765. doi:10.1037/0022-006X.62.4.757.
   PubMed Web of Science ®Google Scholar
• Hermans, R., J. Van Braak, and H. Van Keer. 2008. “Development of the Beliefs about Primary Education Scale: Distinguishing a Developmental and Transmissive Dimension.” Teaching and Teacher Education 24 (1): 127–139. doi:10.1016/j.tate.2006.11.007.
   Web of Science ®Google Scholar
• Hoekstra, A., D. Beijaard, J. M. G. Brekelmans, F. A. J. Korthagen. 2009. “Experienced Teachers’ Informal Learning: Learning Activities and Changes in Behavior and Cognition.” Teaching and Teacher Education 25 (5): 663–673. doi:10.1016/j.tate.2008.12.007
   Web of Science ®Google Scholar
• Hofer, B. K., and P. R. Pintrich. 2002. Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing. Mahwah: Lawrence Erlbaum.
   Google Scholar
• Hole, J. L., and W. R. Crozier. 2007. “Dispositional and Situational Learning Goals and Children’s Self-regulation.” The British Journal of Educational Psychology 77 (4): 773–786. doi:10.1348/000709907X196264.
   PubMed Web of Science ®Google Scholar
• Hox, J. J. 2010. Multilevel Analysis: Techniques and Applications. New York: Routledge.
   Google Scholar
• Hoy, W. K., and C. J. Tarter. 1997. The Road to Open and Healthy Schools: A Handbook for Change. Thousand Oaks: Corwinn Press.
   Google Scholar
• Johnson, K. E. 1994. “The Emerging Beliefs and Instructional Practices of Pre-service English as a Second Language Teachers.” Teaching and Teacher Education 10 (4): 439–452. doi:10.1016/0742-051X(94)90024-8.
   Web of Science ®Google Scholar
• Kennewell, S., J. Parkinson, and H. Tanner. 2000. Developing the ICT Capable School. London: RouteledgeFalmer.
   Google Scholar
• Kerselaers, E., L. Lauwers, S. Lenders, and S. Vervaet. 2005. Improvement of the Territorial Breakdown of Statistical Data according to a Rural-urban Delimitation. Merelbeke: Center for Agricultural Economy.
   Google Scholar
• Kiewra, K. A. 2002. “How Classroom Teachers Can Help Students Learn and Teach Them How to Learn.” Theory Into Practice 41 (2): 71–80. doi:10.1207/s15430421tip4102_3.
   Web of Science ®Google Scholar
• Kistner, S., K. Rakoczy, B. Otto, C. Dignath-van Ewijk, G. Büttner, and E. Klieme. 2010. “Promotion of Self-regulated Learning in Classrooms: Investigating Frequency, Quality, and Consequences for Student Performance.” Metacognition and Learning 5 (2): 157–171. doi:10.1007/s11409-010-9055-3.
   Web of Science ®Google Scholar
• Lapan, R. T., C. M. Kardash, and S. Turner. 2002. “Empowering Students to Become Self-regulated Learners.” Professional School Counseling 5 (4): 257–265.
   Google Scholar
• Lau, K. L. 2013. “Chinese Language Teachers’ Perception and Implementation of Self-regulated Learning-based Instruction.” Teaching and Teacher Education 31: 56–66. doi:10.1016/j.tate.2012.12.001.
   Web of Science ®Google Scholar
• Lombaerts, K., F. De Backer, N. Engels, J. Van Braak, and J. Athanasou. 2009. “Development of the Self-Regulated Learning Teacher Belief Scale.” European Journal of Psychology of Education 24 (1): 79–96. doi:10.1007/BF03173476.
   Web of Science ®Google Scholar
• Lombaerts, K., N. Engels, and J. Athanasou. 2007. “Development and Validation of the Self-Regulated Learning Inventory for Teachers.” Perspectives in Education 25 (4): 29–47.
   Web of Science ®Google Scholar
• Lombaerts, K., N. Engels, and J. Van Braak. 2009. “Determinants of Teachers’ Recognitions of Self-regulated Learning Practices in Elementary Education.” Journal of Educational Research 102 (3): 163–173. doi:10.3200/JOER.102.3.163-174.
   Web of Science ®Google Scholar
• Lombaerts, K., N. Engels, and J. Vanderfaeillie. 2007. “Exploring Teachers’ Actions to Promote Self-regulated Learning Practices in Primary School.” The Australian Educational and Developmental Psychologist 24 (1): 4–24. doi:10.1017/S0816512200029187.
   Google Scholar
• Luke, D. A. 2004. Multilevel Modeling. London: Sage Publications Ltd.
   Google Scholar
• Lunnenberg, F. C. 2000. “School Bureaucratization, Pupil Control Ideology, and Pupil Control Behavior.” In Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
   Google Scholar
• Maslowski, R. 2001. School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects. Enschede: Twente University Press.
   Google Scholar
• McCardle, L., and A. F. Hadwin. 2015. “Using Multiple, Contextualized Data Sources to Measure Learners’ Perceptions of Their Self-regulated Learning.” Metacognition and Learning 10 (1): 43–75. doi:10.1007/s11409-014-9132-0.
   Web of Science ®Google Scholar
• McCaslin, M., and T. S. L. Good. 1992. “Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform.” Educational Researcher 21 (3): 4–17. doi:10.3102/0013189X021003004.
   Google Scholar
• Mega, C., L. Ronconi, and R. De Beni. 2014. “What Makes a Good Student? How Emotions, Self-regulated Learning, and Motivation Contribute to Academic Achievement.” Journal of Educational Psychology 106 (1): 121–131. doi:10.1037/a0033546.
   Web of Science ®Google Scholar
• Montroy, J. J., R. P. Bowles, L. E. Skibbe, M. M. McClelland, and F. J. Morrison. 2016. “The Development of Self-Regulation across Early Childhood.” Developmental Psychology Advance online publication. doi:10.1037/dev0000159.
   PubMed Web of Science ®Google Scholar
• Moos, D. C., and A. Ringdal. 2012. “Self-regulated Learning in the Classroom: A Literature Review on the Teacher’s Role.” Education Research International (2012: 1–15. doi:10.1155/2012/423284.
   Google Scholar
• Muijs, D., and D. Reynolds. 2011. Effective Teaching: Evidence and Practice. 3rd ed. London: SAGE Publications Ltd.
   Google Scholar
• Muijs, D., L. Kyriakides, G. van der Werf, B. Creemers, H. Timperley, and L. Earl. 2014. “State of the Art – Teacher Effectiveness and Professional Learning.” School Effectiveness and School Improvement 25 (2): 231–256. doi:10.1080/09243453.2014.885451.
   Web of Science ®Google Scholar
• Mykkänen, A., N. Perry, and S. Järvelä. 2015. “Finnish Students’ Reasons for Their Achievement in Classroom Activities: Focus on Features that Support Self-regulated Learning.” Education 3-13: International Journal of Primary, Elementary and Early Years Education 45 (1): 1–16. doi:10.1080/03004279.2015.102580.
   Google Scholar
• Nielsen, D. C., A. L. Barry, and P. T. Staab. 2008. “Teachers’ Reflections of Professional Change during a Literacy-reform Initiative.” Teaching and Teacher Education 24 (5): 1288–1303. doi:10.1016/j.tate.2007.01.015.
   Web of Science ®Google Scholar
• Nota, L., S. Soresi, and B. J. Zimmerman. 2004. “Self-regulation and Academic Achievement and Resilience: A Longitudinal Study.” International Journal of Educational Research 41 (3): 198–215. doi:10.1016/j.ijer.2005.07.001.
   Google Scholar
• Novak, D., and J. G. Knowles 1992. “Life Histories and the Transition to Teaching as a Second Career.” In Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.
   Google Scholar
• OECD. 2009. “Teaching Practices, Teachers’ Beliefs and Attitudes.” In Creating Effective Teaching and Learning Environments: First Results from TALIS, 87-123. Paris: OECD.
   Google Scholar
• Pajares, F. 1992. “Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct.” Review of Educational Research 62 (3): 307–332. doi:10.3102/00346543062003307.
   Web of Science ®Google Scholar
• Paris, S. G., and P. Winograd. 2003. The Role of Self-regulated Learning in Contextual Teaching: Principles for Teacher Preparation. (P. 24). A Commissioned Paper for the U.S. Department of Education. Washington, DC: Office of Educational Research and Improvement (ED).
   Google Scholar
• Paris, S. G., and R. S. Newman. 1990. “Developmental Aspects of Self-regulated Learning.” Educational Psychologist 25 (1): 87–102. doi:10.1207/s15326985ep2501_7.
   Web of Science ®Google Scholar
• Pas, E. T., C. P. Bradshaw, and P. A. Hershfeldt. 2012. “Teacher- and School-level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support.” Journal of School Psychology 50 (1): 129–145. doi:10.1016/j.jsp.2011.07.003.
   PubMed Web of Science ®Google Scholar
• Perels, F., C. Dignath, and B. Schmitz. 2009. “Is It Possible to Improve Mathematical Achievement by Means of Self-regulation Strategies? Evaluation of an Intervention in Regular Math Classes.” European Journal of Psychology of Education 24 (1): 17–31. doi:10.1007/BF03173472.
   Web of Science ®Google Scholar
• Perry, N. E. 1998. “Young Children’s Self-regulated Learning and Contexts that Support It.” Journal of Educational Psychology 90 (4): 715–729. doi:10.1037/0022-0663.90.4.715.
   Web of Science ®Google Scholar
• Perry, N. E., and K. J. O. Vandekamp. 2000. “Creating Classroom Contexts that Support Young Children’s Development of Self-regulated Learning.” International Journal of Educational Research 33 (7–8): 821–843. doi:10.1016/S0883-0355(00)00052-5.
   Google Scholar
• Perry, N. E., L. Phillips, and J. Dowler. 2004. “Examining Features of Tasks and Their Potential to Promote Self-regulated Learning.” Teacher College Record 106 (9): 1854–1878. doi:10.1111/j.1467-9620.2004.00408.x.
   Web of Science ®Google Scholar
• Peugh, J. L. 2010. “A Practical Guide to Multilevel Modeling.” Journal of School Psychology 48 (1): 85–112. doi:10.1016/j.jsp.2009.09.002.
   PubMed Web of Science ®Google Scholar
• Pintrich, P. R. 2002. “The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing.” Theory Into Practice 41 (4): 219–225. doi:10.1207/s15430421tip4104_3.
   Web of Science ®Google Scholar
• Postholm, M. B. 2010. “Self-regulated Pupils in Teaching: Teachers’ Experiences.” Teachers and Teaching 16 (4): 491–505. doi:10.1080/13540601003754889.
   Web of Science ®Google Scholar
• Reynolds, D. 2007. “School Effectiveness and School Improvement (SESI): Links with the International Standards/accountability Agenda.” In International Handbook of School Effectiveness and Improvement: Review, Reflection and Reframing, edited by T. Townsend, 471–484. Dordrecht: Springer.
   Google Scholar
• Rubie-Davies, C. M., A. Flint, and L. G. McDonald. 2012. “Teacher Beliefs, Teacher Characteristics, and School Contextual Factors: What are the Relationships?” British Journal of Educational Psychology 82 (2): 270–288. doi:10.1111/j.2044-8279.2011.02025.x.
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being.” The American Psychologist 55 (1): 68–78. doi:10.1037/0003-066X.55.1.68.
   PubMed Web of Science ®Google Scholar
• Scheerens, J. 2004. “Review of School and Instructional Effectiveness Research.” In Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative. Accessed May 20, 2015. http://www.mecd.gob.es/dctm/cee/encuentros/effectiveteachingscheerens.pdf?documentId=0901e72b815f9784
   Google Scholar
• Schraw, G., and L. Olafson. 2002. “Teachers’ Epistemological World Views and Educational Practices.” Issues in Education 8 (2): 99–149.
   Google Scholar
• Sleegers, P., R. van den Berg, and F. Geijsel. 2000. “Building Innovative Schools: The Need for New Approaches.” Teaching and Teacher Education 16 (7): 801–808. doi:10.1016/S0742-051X(00)00026-3.
   Web of Science ®Google Scholar
• Sosu, E. M., and D. S. Gray. 2012. “Investigating Change in Epistemic Beliefs: An Evaluation of the Impact of Student Teachers’ Beliefs on Instructional Preference and Teaching Competence.” International Journal of Educational Research 53: 80–92. doi:10.1016/j.ijer.2012.02.002.
   Google Scholar
• Spruce, R., and L. Bol. 2014. “Teacher Beliefs, Knowledge, and Practice of Self-regulated Learning.” Metacognition and Learning 9. doi:10.1007/s11409-014-9124-0.
   Web of Science ®Google Scholar
• Staub, F. C., and E. Stern. 2002. “The Nature of Teachers’ Pedagogical Content Beliefs Matters for Students’ Achievement Gains: Quasi-experimental Evidence from Elementary Mathematics.” Journal of Educational Psychology 94 (2): 344–355. doi:10.1037/0022-0663.94.2.344.
   Web of Science ®Google Scholar
• Stoeger, H., C. Sontag, and A. Ziegler. 2014. “Impact of a Teacher-led Intervention on Preference for Self-regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension.” Journal of Educational Psychology 106 (3): 799–814. doi:10.1037/a0036035.
   Web of Science ®Google Scholar
• Straub, E. T. 2009. “Understanding Technology Adoption: Theory and Guture Directions for Informal Learning.” Review of Educational Research 79 (2): 625–649. doi:10.3102/0034654308325896.
   Web of Science ®Google Scholar
• Tillema, H. H., and L. Kremer-hayon. 2002. ““Practising What We Preach”. Teacher Educators’ Dilemmas in Promoting Self-regulated Learning: A Cross Case Comparison.” Teaching and Teacher Education 18 (5): 593–607. doi:10.1016/S0742-051X(02)00018-5.
   Web of Science ®Google Scholar
• Tondeur, J., H. van Keer, J. Van Braak, and M. Valcke. 2008. “ICT Integration in the Classroom: Challenging the Potential of a School Policy.” Computers & Education 51 (1): 212–223. doi:10.1016/j.compedu.2007.05.003.
   Web of Science ®Google Scholar
• Van Deur, P. 2010. “Assessing Elementary School Support for Inquiry.” Learning Environments Research 13 (2): 159–172. doi:10.1007/s10984-010-9070-y.
   Google Scholar
• Vanderlinde, R., and J. Van Braak. 2010. “The E-capacity of Primary Schools: Development of a Conceptual Model and Scale Construction from a School Improvement Perspective.” Computers & Education 55 (2): 541–553. doi:10.1016/j.compedu.2010.02.016.
   Web of Science ®Google Scholar
• Vanderlinde, R., J. Van Braak, and S. Dexter. 2012. “ICT Policy Planning in a Context of Curriculum Reform: Disentanglement of ICT Policy Domains and Artifacts.” Computers & Education 58 (4): 1339–1350. doi:10.1016/j.compedu.2011.12.007.
   Web of Science ®Google Scholar
• Vandevelde, S., L. Vandenbussche, and H. Van Keer. 2012. “Stimulating Self-regulated Learning in Primary Education: Encouraging versus Hampering Factors for Teachers.” Procedia-Social and Behavioral Sciences 69 (Iceepsy): 1562–1571. doi:10.1016/j.sbspro.2012.12.099.
   Google Scholar
• Veenman, M. V. J., B. H. A. M. van Hout-wolters, and P. Afflerbach. 2006. “Metacognition and Learning: Conceptual and Methodological Considerations.” Metacognition and Learning 1 (1): 3–14. doi:10.1007/s11409-006-6893-0.
   Google Scholar
• Veenstra, R., and H. Kuyper. 2004. “Effective Students and Families: The Importance of Individual Characteristics for Achievement in High School.” Educational Research and Evaluation 10 (1): 41–70. doi:10.1076/edre.10.1.41.26302.
   Google Scholar
• Vieluf, S., D. Kaplan, E. Klieme, and S. Bayer. 2012. Teaching Practices and Pedagogical Innovation: Evidence from TALIS. Paris: OECD Publishing.
   Google Scholar
• Vrieling, E. M., T. Bastiaens, and S. Stijnen. 2012. “Effects of Increased Self-regulated Learning Opportunities on Student Teachers’ Motivation and Use of Metacognitive Skills.” Australian Journal of Teacher Education 37 (6): 102–117. doi:10.14221/ajte.2012v37n8.6.
   Google Scholar
• Wehmeyer, M. L., M. Agran, and C. Hughes. 2000. “A National Survey of Teachers’ Promotion of Self-determination and Student-directed Learning.” The Journal of Special Education 34 (2): 58–68. doi:10.1177/002246690003400201.
   Web of Science ®Google Scholar
• Whitebread, D. 2000. “Interpretations of Independent Learning in the Early Years.” International Journal of Early Years Education 8 (3): 243–252.
   Google Scholar
• Winne, P. H., and N. E. Perry. 2000. “Measuring Self-regulated Learning.” In Handbook of Self-Regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 531–566. San Diego: Academic Press.
   Google Scholar
• Wolters, C. A. 2011. “Regulation of Motivation: Contextual and Social Aspects.” Teachers College Record 113 (2): 265–283.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 1989. “A Social Cognitive View of Self-regulated Academic Learning.” Journal of Educational Psychology 81 (3): 329–339. doi:10.1037/0022-0663.81.3.329.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2000. “Attaining Self-regulation. A Social Cognitive Perspective.” In Handbook of Self-regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. San Diego: Academic Press.
   Google Scholar
• Zimmerman, B. J. 2002. “Becoming a Self-regulated Learner : An Overview.” Theory Into Practice 41 (2): 64–70. doi:10.1207/s15430421tip4102_2.
   Web of Science ®Google Scholar