Karlen, Yves
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Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of metacognition. Teachers’ own SRL skills and mindsets about SRL were indirectly related to the promotion of metacognition via their self-efficacy and intrinsic interest value. This study provides new evidence of the importance of teachers' dual competence profile for promoting metacognition.
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Publikation
Sind Gymnasiastinnen und Gymnasiasten mit mehr Grit erfolgreicher? Untersuchung der Zusammenhänge zwischen Grit, selbstreguliertem Lernen und Lernerfolg
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The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task
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Selbstreguliertes Lernen und Maturaarbeit – Ergebnisse einer Längsschnittstudie an Deutschschweizer Gymnasien
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