Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
Bibliographic Data
| ID | 23322795 |
|---|---|
| Authors | Charlotte Dignath (0000-0002-1707-8731, Goethe University Frankfurt, corresponding author), Gerhard Büttner (0000-0002-0731-4171, Goethe University Frankfurt) |
| Year | 2018 |
| Volume | 13 |
| Issue | 2 |
| Pages | 127-157 |
| Publication date | 2018-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Metacognition and Learning (JOURNAL) |
| Journal identifiers | ISSN: 1556-1623 • E-ISSN: 1556-1631 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11409-018-9181-x |
| OpenAlex | W2795367140 |
| Language | EN |
| Citations received | 81 |
| References cited | 65 |
Cognition · Mathematics education · Metacognition · Pedagogy · Political science · Promotion (chess) · Self-regulated learning · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Measuring teacher profession as career of choice among top fully residential school students
Development and validation of a self‐regulated learning teaching scale for preschool teachers
What Drives Metacognitive‐Identity Profiles for Primary School Teachers? A Latent Profile Analysis and Predictor Roles of Growth Mindset and Demographics
Towards adaptive support for self‐regulated learning of causal relations
Langsam vermisse ich die Schule …“
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood
A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning
Self-Regulation Competence as a Superpower
A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment
Enhancing School Students’ Self-Regulated Learning through Generative AI Support
In-service mathematics teachers’ conception and perceptions of metacognition in their teaching experience
Examining teacher candidates’ self-determined motivation to develop self-regulated learning promoting practices
Classroom observations
How does co-regulation with Adaptive Learning Technologies affect primary school students' goal-setting, regulation of practice behavior and learning outcomes
Motivation and learning strategies among students in upper secondary education
Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training
How much do teachers know about self-regulated learning? To what degree and in what way do they encourage it in students
Teachers’ Professional Competences in Self-Regulated Learning
Using lesson study to help mathematics teachers enhance students’ problem-solving skills with teaching through problem solving
Learner-generated drawing as a learning strategy. The effect of teacher-guided intervention program “Learning with Understanding” on composing drawings in math word problems in the primary grades
Teaching self-regulation through role modeling in K-12
Student perception of teacher encouragement of self-regulated learning and its relationship with self-regulation learning strategies
Professionalizing schools on self-regulated learning
Teachers’ perceptions of their self-regulated learning practices in elementary school classrooms
Teacher Support of Co- and Socially-Shared Regulation of Learning in Middle School Mathematics Classrooms
Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation
Empathy, values, personality, and mindfulness as psychosocial correlates of early STEM academic achievement
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program
Literacy resilience
Supporting self-regulated learning in primary education
Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters
Teachers and the Teaching of Self-Regulated Learning (SRL)
Fostering Students’ Measurement Estimation Skills in a Digital Teaching-Learning Environment
Teachers’ Insights into the Efficacy of the ‘Reading Circle’ Project Using English Language Teaching Graded Readers
Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
Teacher dashboard design for self-regulated learning
Knowledge types of pre- and in-service chemistry teachers – a self-regulated learning perspective
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
Enhancing students' metacognition, achievement and transfer between domains
Secondary students’ online self-regulated learning during flipped learning
Predictors of self-regulated learning instructional practices and their complex interactions among Chinese university teachers of English as a foreign language
Self-regulated learning support in flipped learning videos enhances learning outcomes
Beyond individual differences
Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring
Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4
Understanding the development of teachers’ self-efficacy to promote self-regulated learning
Topic- and learning-related predictors of deep-level learning strategies
Memorization strategies in basic school
How secondary school students rationalise their enacted and traced self-regulated learning strategies in a writing task
The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners
Identifying and predicting teachers' use of practices that support SRL
The role of beliefs in teacher candidates' development of self‐regulated learning promoting practices
Settings, exchanges, and events
Enhancing primary school learning through growth mindset and memory strategy interventions
Promoting teachers' in-class SRL practices
Authentic evidence from the ‘SRL-Aide’ simulative environment on explicitness and duration of in-class SRL teaching practices
Investigating factors affecting student academic achievement in mathematics and science
Self-efficacy, value, and hope
The interactive effects of task difficulty and learning environment on self-regulated learning
How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning
Forderung und Förderung des selbstregulierten Lernens durch die Gestaltung der Wochenplanarbeit in der Grundschule
Professional development in self-regulated learning
Teachers’ motivation
Investigating teacher development of self-regulated learning skills in secondary science students
Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students
The multifaceted nature of teachers' epistemic growth
Teachers as learners and agents of self-regulated learning
Teachers’ self-regulated learning
Teachers' expectancy-value-cost profiles in professional development to support students’ self-regulated learning
Using an extended Icap-based coding guide as a framework for the analysis of classroom observations
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
D holograms and emotional intelligence
Lighting the path
Mediating Effect of Students’ GSTM Mapping on Relationship between the Quality of Teaching of GSTM Maps and Geographical Synthetic Thinking
School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education
The long road from teacher professional development to student improvement
Putting self-regulated learning and teaching into practice
The development of an instrument to test pre-service teachers' beliefs consistent and inconsistent with self-regulation theory
Metacognición en tareas de modelado matemático con estudiantes de Educación Primaria en Chile
Effects of Learning Skills Interventions on Student Learning
The development of two observational tools for assessing metacognition and self-regulated learning in young children
How can primary school students learn self-regulated learning strategies most effectively?
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
A review of research on metacognition in science education
Self-regulated learning
Investigating Teacher-Student Interactions That Foster Self-Regulated Learning
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Metacognition and learning
Teacher beliefs, knowledge, and practice of self-regulated learning
Promotion of self-regulated learning in classrooms
Hot and Cool Executive Function in Childhood and Adolescence
Classroom Applications of Research on Self-Regulated Learning
Research on Cooperative Learning and Achievement
A Review of Self-regulated Learning
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
A Coefficient of Agreement for Nominal Scales
Including Omission Mistakes in the Calculation of Cohen's Kappa and an Analysis of the Coefficient's Paradox Features
Redesigning Human Body Systems
Toward self-directed learning in secondary schools
Teachers’ beliefs about low-achieving students and higher order thinking
Learning to Learn
Impact of Self-Regulatory Influences on Writing Course Attainment
Touch your toes! Developing a direct measure of behavioral regulation in early childhood
What Teachers Think about Self-Regulated Learning
Layers of Self- and Co-Regulation
Intraclass correlations
| Unique citing works | 81 |
|---|---|
| Citations per year | 11,57 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 77 |