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

Teachers’ Knowledge of Learning Strategies

(2022) Mikk Granström et al.   Scandinavian Journal of Educational Research

Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate

(2022) Junlin Yu et al.   LEARNING AND INSTRUCTION

Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video

(2022) Orna Heaysman et al.   INSTRUCTIONAL SCIENCE

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

(2022) Ferdinand Stebner et al.   Metacognition and Learning

How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory

(2022) Carmen Nadja Hirt et al.   Frontline Learning Research

Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable

(2021) Reinhard Pekrun   EDUCATIONAL PSYCHOLOGIST

A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes

(2021) Bracha Kramarski et al.   EDUCATIONAL PSYCHOLOGIST

What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task

(2021) Carmen Nadja Hirt et al.   LEARNING AND INDIVIDUAL DIFFERENCES

For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

(2021) Charlotte Dignath   Metacognition and Learning

Variables associated with achievement in higher education: A systematic review of meta-analyses.

(2017) Michael Schneider et al.   PSYCHOLOGICAL BULLETIN

Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.

(2012) Jeni L. Burnette et al.   PSYCHOLOGICAL BULLETIN