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Understanding students' capacity to direct their learning in school and beyond has been a sustained area of interest for practising science teachers, policy-makers, and educational researchers. This paper presents results from a longitudinal quasi-experimental study carried out to examine changes in students' self-reported levels of self-regulatory processes and related motivations in science through taking part in an inquiry-based learning programme, the CREST programme. The study included a total of 178 students (aged 12-13) and was conducted in an individual school in Scotland. Previously published and validated measures of self-regulatory processes and related motivations were included as dependent variables and student classroom allocation was used as the independent variable in order to investigate the presence of any differences between the nine CREST classes in terms of changes on the measured variables. Results showed that overall, students experienced significant increases in levels of self-regulated learning, self-determination, self-efficacy, intrinsic motivation, and overall science motivation through participation in CREST. By contrast, a reference control class of students not taking part in the programme showed no significant changes on any measured outcomes. The findings also revealed no significant differences among the nine classes that participated in CREST in terms of changes on the outcome variables. [ABSTRACT FROM AUTHOR]

This study examined the relations between achievement goals, self-regulated learning (SRL), and English learning achievement as well as the contributions of perceived teachers' and parents' goal emphases to students' achievement goal adoption. Participants were 520 4th graders in Hong Kong, who learn English as a second or foreign language (ESL/EFL). Multivariate analyses of variance (MANOVAs) revealed that high achievers reported a higher level of mastery goals and SRL strategy use than average achievers, who in turn outperformed low achievers. Mastery goals positively predicted SRL strategy use, whereas performance-avoidance goals negatively predicted SRL strategy use. SRL strategy use, in turn, was a significant predictor of English learning achievement. Perceived teachers' and parents' mastery goal emphases positively predicted students' mastery goals; parents' performance goal emphases positively predicted students' performance-approach and performance-avoidance goals. Parents' mastery goal emphases negatively predicted students' performance-avoidance goals. Important implications are drawn. [ABSTRACT FROM AUTHOR]

Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test-post-test design was used with 10 schools randomly assigned to the experimental group (EG) and 10 schools to the control group (CG). To analyse how far the effects of the PDP reach, the impact on teachers' SRL beliefs, self-efficacy, their SRL promotion behaviour and students' SRL competences and achievement scores was investigated. Data were gathered from 40 fifth and sixth grade teachers (nEG = 22, nCG = 18) and their 747 upper primary school students (nEG = 448, nCG = 299). Analyses of covariance were used to study teacher-level effects, while multilevel analyses were adopted to investigate student-level effects. Results indicate that the PDP generated an increase in teachers' SRL promotion, while no significant effect on their SRL beliefs and SRL self-efficacy could be found. Similarly, results overall indicate the absence of a desired intervention effect at the student level. Different explanations for the present results and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students' self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school and teacher level are related to successful classroom implementation of SRL. Survey data was gathered from 331 teachers in 44 primary schools. A comprehensive theoretical model, identifying determinants on teacher and school level related to teachers' SRL implementation, was tested using structural equation modelling. Results indicate that teachers' beliefs and teacher self-efficacy are strongly related to SRL implementation. At the school level, the importance of a shared SRL vision and the engagement of teachers in reflective dialogue are highlighted with implications for the role of the school leader. Recommendations for future research and considerations for teachers' educational practice are discussed. Abbreviation: CFA: confirmatory factor analysis; CFI: comparative fit index; df: degrees of freedom; ICT: information and communication technology; JD-R: job demands-resources; M: mean; PLC: professional learning community; RMSEA: root mean square error of approximation; SD: standard deviation; SEM: structural equation modelling; SRL: self-regulated learning; SRLIT: Self-Regulated Learning Inventory for Teachers; SRLTB: Self-Regulated Learning Teacher Belief Scale; SRMR: standardized root mean residual; TLI: Tucker-Lewis index; TSES-SRL: Teacher Self-Efficacy Scale to implement Self-Regulated Learning [ABSTRACT FROM AUTHOR]

Students attending alternative provision (AP) schools have typically disengaged with their education. They present with multiple problems and complex support needs which makes their re-engagement back into education challenging. This study examined educational re-engagement using the self-system model of motivational processes. Teacher (or other school staff) practices that facilitated and inhibited the students' psychological needs for autonomy, relatedness and competence were identified. Semi-structured interviews were conducted with 35 students (aged 14-16 years) attending an AP school in England and data were triangulated using staff interviews and lesson observations. Interpretive phenomenological analysis was used to code the data. More staff practices were categorised as facilitating one of the three needs, and more students mentioned these positive behaviours, than the need-inhibiting practices. This fostered trusting, caring and respectful student-staff relationships, which ultimately led to educational re-engagement. It would be beneficial if such findings were incorporated into government statutory guidelines for AP establishments in order to increase awareness amongst those on the frontline. Moreover, findings support the current UK government policy to increase the number of AP schools, as they have the scope to focus on the supportive staff practices. [ABSTRACT FROM AUTHOR]

The present study examines empirical models of students’ management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students’ overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in online groupwork were analysed based on the data from 298 graduate students in 86 online groups in a university in the Southeast, USA. The main findings of the study include, (a) most of the variance in environment management occurred at the student level; (b) peer-oriented reasons was the only significant predictor at the group level; (c) at the student level, environment management was positively related to feedback, help seeking and peer-oriented reasons; and (d) older students and those students who previously took more online courses were more likely to take initiative in arranging the study environment. The findings of the study were interpreted in relation to the relevant literature, and the implications and future research directions were also discussed. [ABSTRACT FROM PUBLISHER]