Research Project | Understanding Teachers’ Perceptions of Supporting Self-Regulated Learning

As Educational Psychologists, we have a key role to play to support children in developing self-regulated learning, which often also involves looking at their executive functioning skills.

In fact, a key component of executive functions is the capacity to plan ahead. Without this, children are only able to complete what is clearly in front of them, and are not able to take the initiative to continue without further adult direction to show the next step. With the ability to plan, children are able to self-direct, set mini goals, problem-solve the best methods to achieving their goal and achieve independence over time. This also enables reflection on the ‘process of learning’, meaning that next time they face a similar task, they have the big picture to know how best to tackle it to achieve the best outcome they want (i.e. quality and/or efficiency).

We are pleased to be sharing Angharad Cooze, Trainee Educational Psychologist's research into self-regulated learning.

At EdPsychEd we are eager to hear about the interesting and diverse research projects Trainee Educational Psychologists are undertaking. If you are a TEP and would like us to support and share your research then please contact us on [email protected] 

By Angharad Cooze, Trainee Educational Psychologist, at Cardiff University currently undertaking research to understand Teachers’ Perceptions of Supporting Self-Regulated Learning

Hi I'm Angharad, I am a Trainee Educational Psychologist completing the Doctorate in Educational Psychology Training Programme in the School of Psychology, Cardiff University. As part of my degree, I am carrying out research to explore teachers’ perceptions of supporting self-regulated learning.

What is self-regulated learning?

• Self-regulated learning can be defined as the ability to plan, monitor, and evaluate learning (Zimmerman, 2002). The self-regulating learning framework can be understood as an umbrella concept overarching multiple strategies that make learners more effective (Peeters, De Backer, Kindekens, Triquet, & Lombaerts, 2016).

Why is self-regulated learning important?

• Self-regulated learning is seen as a potentially effective and low-cost way of positively impacting learning (Higgins et al., 2016).
• Research has demonstrated the positive influence of self-regulated learning on pupils’ academic achievement (e.g., Hattie 2009; Higgins et al., 2016; Mega, Ronconi, & De Beni, 2014): metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress (Higgins et al., 2016).
• Research has demonstrated that both primary (Dignath, Büttner, & Langfeldt, 2008) and secondary (Dignath & Büttner, 2008) school aged pupils can learn how to self-regulate their learning and this requires teachers to adapt their teaching according to pupils’ capacities.
• Research indicates that teaching self-regulated learning strategies can be particularly effective for low achieving pupils (Higgins et al., 2016).

Why is this research important?

• Self-regulated learning has been declared to be one of the major competencies for 21st century learners (Council of the European Union, 2002; Wolters, 2010).
• Despite self-regulated learning being a teachable skill (Boekaerts, 1997; Zimmerman, 2002) and evidence that self-regulated learning strategies can be integrated into classroom lessons with beneficial effects (e.g., Berglas-Shapiro, Eylon, & Scherz, 2017; Dignath et al., 2008; Higgins et al., 2014; Spörer & Brunstein, 2009), research suggests that this practice is not widespread (Lawson et al., 2019).
• Research has yet to investigate teachers’ perceptions of supporting self-regulated learning in the UK, although a recent article in Impact, a UK journal of the Chartered College of Teaching, highlighted that teachers are not always clear about what metacognition and self-regulated learning means or what it looks like in the classroom.

I am interested in teachers’ perceptions of self-regulated learning (their understanding, beliefs, and how they may support pupils’ self-regulated learning), and I am looking to interview teachers with varying degrees of experience / familiarity in this area. To participate in this research, teachers do not have to have extensive knowledge or have received training in this area. The interview (via Zoom) will consist of a number of questions with opportunities for discussion.

If you are a teacher and you are interested in taking part in this research, please email [email protected] for more information.

Register your interest in Dr Rebecca Ashton's upcoming complete Executive Functioning CPD Course for Educational Psychologists

References

Berglas-Shapiro, T., Eylon, B.-S., & Scherz, Z. (2017). A technology-enhanced intervention for self-regulated learning in science. Teachers College Record, 119(13), 1–26.

Boekaerts, M. (1997). Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186.

Council of the European Union. (2002). Council resolution of 27 June 2002 on lifelong learning. Official Journal of the European Communities. July 9, 2002.

Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A metaanalysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264.

Dignath, C., Büttner, G. & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2),101-129.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Higgins, S., Katsipataki, M., Villanueva-Aguilera, A.B., Coleman, R., Henderson, P., Major, L.E., Coe, R., & Mason, D. (2016). The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. London: Education Endowment Foundation.

Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2019). Teachers’ and students’ belief systems about the self-regulation of learning. Educational Psychology Review, 31(1), 223–251.

Mega, C., L. Ronconi, & De Beni, R. (2014). What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement. Journal of Educational Psychology 106, 121–131.

Peeters, J., De Backer, F., Kindekens, A., Triquet, A., & Lombaerts, K. (2016). Teacher differences in promoting students' self-regulated learning: Exploring the role of student characteristics. Learning and Individual Differences, 52, 88-96.

Spörer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34, 289–297.

Wolters, C. A. (2010). Self-regulated learning and the 21st century competencies. Retrieved from http://www.hewlett.org/uploads/Self_Regulated_Learning__21st_Century_Competencies. pdf

Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41, 64–70.