Yves Karlen
Biographic Data
| ID | 2746164 |
|---|---|
| NAME | Yves Karlen |
| GIVEN NAMES | Yves |
| FAMILY NAME | Karlen |
| SIGNATURE | KARLEN Y |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0003-2626-4349 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment
This systematic review synthesizes and organizes existing research on teachers’ professional knowledge related to self-regulated learning (SRL) and its assessment. Although teachers play a central role in fostering and evaluating students’ SRL, the field lacks conceptual clarity regarding the types of knowledge required for these tasks. Drawing on established models of teacher professional competencies and knowledge, this review distinguishes thr…
Do not blame the teacher
This study examines how parents’ beliefs about failure, specifically, whether failure is perceived as debilitating or as an opportunity for learning, are associated with adolescents’ relationships with teachers in lower secondary education. Drawing on research on parental belief systems and developmental perspectives on early adolescence, we propose that parental failure mindsets shape how parents interpret teachers’ competence, with implications…
Psychometric properties of the Resilience Scale for Adults (RSA)
Resilience refers to the ability to adapt and recover from adversity, influenced by intrapersonal and social factors. Given the prevalence of mental health problems, understanding and accurately measuring resilience in diverse populations has become a pressing priority in health and clinical psychology. The Resilience Scale for Adults (RSA) is widely used to assess protective factors. Although several cross-cultural studies have supported the RSA…
Unveiling pre-service teachers’ cognitive processes
Self-regulated learning (SRL) is essential for lifelong learning but challenging to achieve without guidance. Teachers play a key role in fostering SRL, requiring diagnostic competence to assess students’ SRL skills and provide tailored support. However, many teachers lack the ability to accurately assess SRL, highlighting the need to address this in pre-service teacher training. This study explored how SRL-specific tools influence pre-service te…
Understanding the development of teachers’ self-efficacy to promote self-regulated learning
Teachers’ self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers’ prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secon…
One step ahead
Promoting students' self-regulated learning (SRL) is essential but rarely implemented in classrooms. Teachers' professional competencies as self-regulated learners and agents of SRL are crucial for effective implementation and, therefore, should be strengthened. This intervention study examines the impact of a multi-day SRL professional development (PD) program on fifty-four lower secondary teachers' SRL competencies and promotion. The results sh…
Teachers matter
Teachers’ assessment of self-regulated learning
Self-regulated learning (SRL) is crucial for successful lifelong learning and an important educational goal. For students to develop SRL skills, they need appropriate SRL support from teachers in the classroom. Teachers, who are aware of their students’ strengths and weaknesses in SRL, can promote SRL more adaptively. This requires teachers to assess students’ SRL skills accurately. However, there is little research on teachers’ diagnostic compet…
Teachers’ motivation
Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expecta…
Teachers as learners and agents of self-regulated learning
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of met…
Implicit theories of self-regulated learning
BackgroundImplicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined.AimsIn this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Secon…
Teachers’ Professional Competences in Self-Regulated Learning
Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers'…
Teachers as learners and agents of self-regulated learning
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of met…
Teachers’ motivation
Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expecta…
Implicit theories of self-regulated learning
BackgroundImplicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined.AimsIn this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Secon…
Teachers’ Professional Competences in Self-Regulated Learning
Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers'…
Implicit theories of self-regulated learning
BackgroundImplicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined.AimsIn this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Secon…
Teachers’ assessment of self-regulated learning
Self-regulated learning (SRL) is crucial for successful lifelong learning and an important educational goal. For students to develop SRL skills, they need appropriate SRL support from teachers in the classroom. Teachers, who are aware of their students’ strengths and weaknesses in SRL, can promote SRL more adaptively. This requires teachers to assess students’ SRL skills accurately. However, there is little research on teachers’ diagnostic compet…
Teachers’ motivation
Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expecta…
Teachers as learners and agents of self-regulated learning
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of met…
Understanding the development of teachers’ self-efficacy to promote self-regulated learning
Teachers’ self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers’ prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secon…
One step ahead
Promoting students' self-regulated learning (SRL) is essential but rarely implemented in classrooms. Teachers' professional competencies as self-regulated learners and agents of SRL are crucial for effective implementation and, therefore, should be strengthened. This intervention study examines the impact of a multi-day SRL professional development (PD) program on fifty-four lower secondary teachers' SRL competencies and promotion. The results sh…
Teachers matter
A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment
This systematic review synthesizes and organizes existing research on teachers’ professional knowledge related to self-regulated learning (SRL) and its assessment. Although teachers play a central role in fostering and evaluating students’ SRL, the field lacks conceptual clarity regarding the types of knowledge required for these tasks. Drawing on established models of teacher professional competencies and knowledge, this review distinguishes thr…
Do not blame the teacher
This study examines how parents’ beliefs about failure, specifically, whether failure is perceived as debilitating or as an opportunity for learning, are associated with adolescents’ relationships with teachers in lower secondary education. Drawing on research on parental belief systems and developmental perspectives on early adolescence, we propose that parental failure mindsets shape how parents interpret teachers’ competence, with implications…
Psychometric properties of the Resilience Scale for Adults (RSA)
Resilience refers to the ability to adapt and recover from adversity, influenced by intrapersonal and social factors. Given the prevalence of mental health problems, understanding and accurately measuring resilience in diverse populations has become a pressing priority in health and clinical psychology. The Resilience Scale for Adults (RSA) is widely used to assess protective factors. Although several cross-cultural studies have supported the RSA…
Unveiling pre-service teachers’ cognitive processes
Self-regulated learning (SRL) is essential for lifelong learning but challenging to achieve without guidance. Teachers play a key role in fostering SRL, requiring diagnostic competence to assess students’ SRL skills and provide tailored support. However, many teachers lack the ability to accurately assess SRL, highlighting the need to address this in pre-service teacher training. This study explored how SRL-specific tools influence pre-service te…
Innovative Teaching and Learning Methods (9 works) · Mathematics education (8 works) · Psychology (8 works) · Cognition (6 works) · Metacognition (6 works) · Pedagogy (6 works) · Self-regulated learning (5 works) · Social Psychology (5 works) · Teacher Education and Leadership Studies (4 works) · Developmental psychology (3 works)