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I Believe I Can, so I Will? The Predictive and Moderating Role of Teachers’ Self-Efficacy Beliefs for Their Promotion of Self-Regulation of Learning

https://doi.org/10.2139/ssrn.4656876
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Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
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Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers
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For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training
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The metacognitive control components of self-regulated learning
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A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system
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Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis
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More is more? Evaluation of interventions to foster self-regulated learning in college
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Effects of class size and adaptive teaching competency on classroom processes and academic outcome
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Teacher differences in promoting students' self-regulated learning: Exploring the role of student characteristics
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Stimulating Self-Regulated Learning in Primary Education: Encouraging Versus Hampering Factors for Teachers
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The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices
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How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning
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Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation
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`Learning to learn': teachers' conceptions of their supporting role
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Investigating preservice teachers' professional growth in self-regulated learning environments.
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Professional competence of teachers: Effects on instructional quality and student development.
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Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning.
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A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes
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Determinants of self-regulated learning practices in elementary education: a multilevel approach
inferredcites →https://doi.org/10.1080/08878730.2019.1609640openalex-extracted
How Teachers Define and Identify Self-Regulated Learning
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Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants
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Ten mismatches between teachers' beliefs and written feedback practice
inferredcites →https://doi.org/10.1108/ils-04-2020-0114openalex-extracted
Self-regulated learning in online learning environments: strategies for remote learning
inferredcites →https://doi.org/10.1111/bjep.12345openalex-extracted
The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory
inferredcites →https://doi.org/10.1111/ldrp.12165openalex-extracted
Fostering Self‐Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research
inferredcites →https://doi.org/10.1155/2012/423284openalex-extracted
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role
inferredcites →https://doi.org/10.1177/0734282915594739openalex-extracted
Examining the Level of Convergence Among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire
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Inert knowledge: Analyses and remedies
inferredcites →https://doi.org/10.1207/s15326985ep3602_4openalex-extracted
Classroom Applications of Research on Self-Regulated Learning
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Teaching as Persuasion: A New Metaphor for a New Decade
inferredcites →https://doi.org/10.14786/flr.v4i5.247openalex-extracted
What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy
inferredcites →https://doi.org/10.2307/1131353openalex-extracted
The Teacher's Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom
inferredcites →https://doi.org/10.2307/1174401openalex-extracted
Learning to Learn: On Training Students to Learn from Texts
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The Measurement of Observer Agreement for Categorical Data
inferredcites →https://doi.org/10.3102/00346543062003307openalex-extracted
Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct
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Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation
inferredcites →https://doi.org/10.3390/educsci10040098openalex-extracted
Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context
inferredcites →https://doi.org/10.3390/educsci11060252openalex-extracted
Effects of Pandemic-Related School Closures on Pupils’ Performance and Learning in Selected Countries: A Rapid Review
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The Relationship Between Teachers’ Beliefs and Teachers’ Practices
inferredcites →https://doi.org/10.5860/choice.35-1826openalex-extracted
Self-efficacy: the exercise of control
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