Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

Karlen, YvesHirt, CarmenJud, JohannesRosenthal, AminaEberli, Tabea2023-04-262023-04-2620230742051X1879-24800742-051X10.1016/j.tate.2023.104055https://irf.fhnw.ch/handle/11654/34885https://doi.org/10.26041/fhnw-4801This 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.en370 - Erziehung, Schul- und BildungswesenTeachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition01A - Beitrag in wissenschaftlicher Zeitschrift1-14