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The Role of Parents and Teachers in Fostering Children’s Self-regulated Learning Skills

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Trends and Prospects in Metacognition Research across the Life Span

Abstract

Recent research offers new insights on the role of parents and teachers in the development of children’s self-regulated learning (SRL) skills. Parental behaviors that support children’s early learning efforts, such as parental contingent support and autonomy encouragement, are associated with the development of children’s SRL skills. When children enter school, teachers are expected to foster students’ learning and SRL skills, but this is often not the case. Teacher professional development programs aiming at promoting teacher self-regulation of their own learning and teaching as well as student SRL show promising results but also highlight the constraints of transferring such knowledge in teaching practices in the classroom. The implications of research findings for the cultivation of student SRL by parents and teachers are discussed from the point of view of theoretical and methodological shifts needed.

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  1. Department of Early Childhood Education, University of Thessaly, Volos, Greece

    Irini Dermitzaki & Eleni Kallia

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  1. Irini Dermitzaki
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Correspondence to Irini Dermitzaki .

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  1. School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Despina Moraitou

  2. School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Panayiota Metallidou

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Dermitzaki, I., Kallia, E. (2021). The Role of Parents and Teachers in Fostering Children’s Self-regulated Learning Skills. In: Moraitou, D., Metallidou, P. (eds) Trends and Prospects in Metacognition Research across the Life Span. Springer, Cham. https://doi.org/10.1007/978-3-030-51673-4_9

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