Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2012, Article ID 423284, 15 pages
http://dx.doi.org/10.1155/2012/423284
Review Article

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

Department of Education, Gustavus Adolphus College, Mattson Hall, 800 West College Avenue, Saint Peter, MN 56082, USA

Received 18 March 2012; Revised 23 May 2012; Accepted 23 May 2012

Academic Editor: Bracha Kramarski

Copyright © 2012 Daniel C. Moos and Alyssa Ringdal. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Citations to this Article [17 citations]

The following is the list of published articles that have cited the current article.

  • Trinidad García, Celestino Rodríguez, Paloma González-Castro, Julio Antonio González-Pienda, and Mark Torrance, “Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks,” Metacognition and Learning, 2015. View at Publisher · View at Google Scholar
  • Sabrina Vandevelde, Hilde Van Keer, Gonny Schellings, and Bernadette Van Hout-Wolters, “Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning,” Learning and Individual Differences, vol. 43, pp. 11–30, 2015. View at Publisher · View at Google Scholar
  • Effat Alvi, and Robyn M. Gillies, “Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences,” International Journal of Educational Research, vol. 72, pp. 14–25, 2015. View at Publisher · View at Google Scholar
  • Carin Neitzel, and Lisa Connor, “An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten,” The Journal of Educational Research, pp. 1–8, 2016. View at Publisher · View at Google Scholar
  • Carin Neitzel, Joyce M. Alexander, and Kathy E. Johnson, “Young Children’s Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten,” Journal of Research in Childhood Education, vol. 30, no. 4, pp. 474–493, 2016. View at Publisher · View at Google Scholar
  • Trinidad Garcia, Celestino Rodriguez, Paloma Gonzalez-Castro, David Alvarez-Garcia, and Julio-Antonio Gonzalez-Pienda, “Metacognition and executive functioning in Elementary School,” Anales De Psicologia, vol. 32, no. 2, pp. 474–483, 2016. View at Publisher · View at Google Scholar
  • Jeltsen Peeters, Free De Backer, Ankelien Kindekens, Karen Triquet, and Koen Lombaerts, “Teacher differences in promoting students' self-regulated learning: Exploring the role of student characteristics,” Learning and Individual Differences, vol. 52, pp. 88–96, 2016. View at Publisher · View at Google Scholar
  • Mahboobeh Morshedian, Fatemeh Hemmati, and Elaheh Sotoudehnama, “Training EFL Learners in Self-Regulation of Reading: Implementing an SRL Model,” Reading & Writing Quarterly, pp. 1–14, 2016. View at Publisher · View at Google Scholar
  • Carin Neitzel, and Lisa Connor, “Messages From the Milieu: Classroom Instruction and Context Influences on Elementary School Students’ Self-Regulated Learning Behaviors,” Journal of Research in Childhood Education, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Ernesto Panadero, “A Review of Self-regulated Learning: Six Models and Four Directions for Research,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Carin Neitzel, and Lisa Connor, “Differences in Kindergartners’ Participation and Regulation Strategies Across Time and Instructional Contexts,” Journal of Research in Childhood Education, pp. 1–16, 2017. View at Publisher · View at Google Scholar
  • Noor Latiffah Adam, Fatin Balkis Alzahri, Shaharuddin Cik Soh, Nordin Abu Bakar, and Nor Ashikin Mohamad Kamal, “Self-Regulated Learning and Online Learning: A Systematic Review,” Advances in Visual Informatics, vol. 10645, pp. 143–154, 2017. View at Publisher · View at Google Scholar
  • Eric G. Poitras, Negar Fazeli, and Zachary R. Mayne, “Modeling Student Teachers’ Information-Seeking Behaviors While Learning With Network-Based Tutors,” Journal of Educational Technology Systems, pp. 004723951879708, 2018. View at Publisher · View at Google Scholar
  • Marie C. White, Miriam R. Vélez, and Marie Angelica Jean-Pierre, “Studying and Learning a New Language,” Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas, pp. 257–284, 2018. View at Publisher · View at Google Scholar
  • Carlos Ramos-Galarza, and Claudia Pérez-Salas, “Moderator Role of Monitoring in the Inhibitory Control of Adolescents With ADHD,” Journal of Attention Disorders, pp. 108705471877647, 2018. View at Publisher · View at Google Scholar
  • J. L. Brita-Paja, C. Gregorio, L. Llana, C. Pareja, and A. Riesco, “Introducing MOOC-like methodologies in a face-to-face undergraduate course: a detailed case study,” Interactive Learning Environments, pp. 1–18, 2018. View at Publisher · View at Google Scholar
  • Danielle Ribeiro Ganda, and Evely Boruchovitch, “Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program,” Frontiers in Education, vol. 3, 2018. View at Publisher · View at Google Scholar