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Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning

  • Michael J. Lawson
  • Stella Vosniadou
  • Penny Van Deur
  • Mirella Wyra
  • David Jeffries
Reflection on the Field

Abstract

Contemporary theories of learning and instruction emphasise the importance of students knowing how to effectively regulate their learning. A large body of research indicates that effective regulation of learning is beneficial for achievement. Set against this research are findings showing that the promotion by teachers of strategies for the self-regulation of learning (SRL), and student use of these strategies, is less common than might be expected. We review this research on the promotion and use of SRL strategies and suggest that a range of beliefs about learning and SRL strategies limit the promotion of SRL learning strategies by teachers. This contributes in turn to the lack of knowledge and use of such strategies by students. These beliefs are represented as forming an interrelated system that needs to be made explicit and examined in order to increase the level of SRL strategy promotion and use. Each of the beliefs is described and the paper concludes with discussion of the implications of the review for teacher educators, teachers, students, school leaders, curriculum designers and researchers.

Keywords

Self-regulated learning Beliefs Teaching strategies Learning strategies 

Notes

Funding

This research was supported by a grant from the Office of Research, Flinders University.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflicts of interest.

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Authors and Affiliations

  1. 1.College of Education, Psychology and Social WorkFlinders UniversityAdelaideAustralia

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