Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers
- Author
- Sabrina Vandevelde (UGent) , Lies Vandenbussche and Hilde Van Keer (UGent)
- Organization
- Abstract
- Self-regulated learning (SRL) has become an important educational goal. This study explores primary school teachers’ activities in stimulating SRL and teacher, class, and school-level determinants hereof. Results reveal that SRL is only stimulated limitedly. Teachers holding developmental educational beliefs and acknowledging the value of SRL report more SRL practices. Also teachers in higher grades and with smaller classes integrate SRL more often. At school level, a clear shared opinion on SRL is reported as an important stimulating condition. Perceived pressure of time and work, diversity between pupils, and limited teacher willingness to change one’s practice are the most important barriers.
- Keywords
- Self-regulated learning, primary education, STUDENTS, BELIEFS, LEVEL
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-3125846
- MLA
- Vandevelde, Sabrina, et al. “Stimulating Self-Regulated Learning in Primary Education: Encouraging versus Hampering Factors for Teachers.” Procedia Social and Behavioral Sciences, edited by Z Bekirogullari, vol. 69, Elsevier Science, 2012, pp. 1562–71, doi:10.1016/j.sbspro.2012.12.099.
- APA
- Vandevelde, S., Vandenbussche, L., & Van Keer, H. (2012). Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 69, pp. 1562–1571). https://doi.org/10.1016/j.sbspro.2012.12.099
- Chicago author-date
- Vandevelde, Sabrina, Lies Vandenbussche, and Hilde Van Keer. 2012. “Stimulating Self-Regulated Learning in Primary Education: Encouraging versus Hampering Factors for Teachers.” In Procedia Social and Behavioral Sciences, edited by Z Bekirogullari, 69:1562–71. Amsterdam, The Netherlands: Elsevier Science. https://doi.org/10.1016/j.sbspro.2012.12.099.
- Chicago author-date (all authors)
- Vandevelde, Sabrina, Lies Vandenbussche, and Hilde Van Keer. 2012. “Stimulating Self-Regulated Learning in Primary Education: Encouraging versus Hampering Factors for Teachers.” In Procedia Social and Behavioral Sciences, ed by. Z Bekirogullari, 69:1562–1571. Amsterdam, The Netherlands: Elsevier Science. doi:10.1016/j.sbspro.2012.12.099.
- Vancouver
- 1.Vandevelde S, Vandenbussche L, Van Keer H. Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers. In: Bekirogullari Z, editor. Procedia Social and Behavioral Sciences. Amsterdam, The Netherlands: Elsevier Science; 2012. p. 1562–71.
- IEEE
- [1]S. Vandevelde, L. Vandenbussche, and H. Van Keer, “Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers,” in Procedia Social and Behavioral Sciences, Istanbul, Turkey, 2012, vol. 69, pp. 1562–1571.
@inproceedings{3125846,
abstract = {{Self-regulated learning (SRL) has become an important educational goal. This study explores primary school teachers’ activities in stimulating SRL and teacher, class, and school-level determinants hereof. Results reveal that SRL is only stimulated limitedly. Teachers holding developmental educational beliefs and acknowledging the value of SRL report more SRL practices. Also teachers in higher grades and with smaller classes integrate SRL more often. At school level, a clear shared opinion on SRL is reported as an important stimulating condition. Perceived pressure of time and work, diversity between pupils, and limited teacher willingness to change one’s practice are the most important barriers.}},
author = {{Vandevelde, Sabrina and Vandenbussche, Lies and Van Keer, Hilde}},
booktitle = {{Procedia Social and Behavioral Sciences}},
editor = {{Bekirogullari, Z}},
issn = {{1877-0428}},
keywords = {{Self-regulated learning,primary education,STUDENTS,BELIEFS,LEVEL}},
language = {{eng}},
location = {{Istanbul, Turkey}},
pages = {{1562--1571}},
publisher = {{Elsevier Science}},
title = {{Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers}},
url = {{http://doi.org/10.1016/j.sbspro.2012.12.099}},
volume = {{69}},
year = {{2012}},
}
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