|
| Research question 1: what implications does the literature provide for teacher education programs? () | |
|
| Studies that examined preservice teachers’ characteristics, attitudes, and use of SRL | |
| (i) Bråten and Strømsø [34] | |
| (ii) Kremer-Hayon and Tillema [35] | |
| (iii) Atputhasamy and Aun [36] | |
| Studies that examined how contextual support can foster preservice teachers’ SRL | |
| (i) Hutchinson and Thauberger [37] | |
| (ii) Perry et al. [38] | |
| (iii) Perry et al. [40] | |
| (iv) Kramarski and Michalsky [29] | |
| (v) Kramarski and Michalsky [41] | |
| (vi) Michalsky and Kramarski [43] | |
| (vii) Kramarski [44] | |
| (viii) Kramarski and Revach [45] | |
| Studies that examined the role of technology in developing SRL with preservice teachers | |
| (i) Delfino et al. [25] | |
| (ii) Dettori et al. [46] | |
|
| Research question 2: what implications does the literature provide for teachers supporting SRL with different kinds of teachers? () | |
|
| Studies that consider how inservice teachers themselves use SRL | |
| (i) Kreber et al. [47] | |
| (ii) Hoekstra et al. [51] | |
| (iii) Tillema and Kremer-Hayon [48] | |
| (iv) Van Eekelen et al. [49] | |
| (vi) Gordon et al. [50] | |
| Studies that consider how high school teachers support SRL with their students | |
| (i) Oolbekkink-Marchand et al. [52] | |
| (ii) Kistner et al. [53] | |
| (iii) Veenman et al. [54] | |
| (iv) Postholm [55] | |
| Studies that consider how middle school teachers support SRL with their students | |
| (i) Pauli et al. [56] | |
| (ii) Cooper et al. [57] | |
| Studies that consider how upper elementary teachers support SRL with their students | |
| (i) Ee et al. [58] | |
| (ii) Housand and Reis [59] | |
| (iii) Meyer et al. [60] | |
| (iv) Cartier et al. [61] | |
| (v) Hilden [62] | |
| Studies that consider how younger elementary teachers support SRL with their students | |
| (i) Perry [63] | |
| (ii) Perry and VandeKamp [64] | |
| (iii) Perels et al. [65] | |
|
| Research question 3: how is SRL measured in research that examines self-regulation in the classrooms? () | |
|
| Studies that used measurements techniques that assume SRL is a stable characteristic | |
| (i) Kramarski and Michalsky [29, 41, 66] | |
| (ii) Lombaerts et al. [67] | |
| (iii) Hwang and Vrongistinos [68] | |
| Studies that used measurements techniques that assume SRL is a dynamic event | |
| (i) Davis and Neitzel [69] | |
| (ii) Perry et al [30] | |
| (iii) van Eekelenet al. [49] | |
|
