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Behavioral Sciences
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The Promotion of Self-Regulated Learning (SRL) in the Classroom
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The Promotion of Self-Regulated Learning (SRL) in the Classroom

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: closed (15 September 2025) | Viewed by 2376

Special Issue Editor

Prof. Dr. Stella Vosniadou

E-Mail Website
Guest Editor
College of Education, Psychology and Social Work, Flinders University, Adelaide, SA 5001, Australia
Interests: self-regulated learning; conceptual change; conceptual development; science learning; teacher education; metacognition

Special Issue Information

Dear Colleagues,

Educational research in recent years has demonstrated that interventions that improve students’ metacognition and strategy use result in improved learning and student achievement; yet, research also shows that little instruction in schools is directed towards the explicit teaching of SRL strategies, or the promotion of knowledge about learning and metacognition. Although teachers can be supported through professional development programs to engage in more explicit promotion of SRL strategies, such interventions have shown little long-term positive impact on teacher practices in the schools. Some of the possible reasons for this may be that teachers lack knowledge about SRL and/or harbor inconsistent beliefs about when and how to teach SRL.

Considering the importance of developing instruction that enables students to acquire the skills of a self-regulated learner, this Special Issue calls for papers presenting empirical research and theoretical positions that lead towards a greater understanding of how teachers can engage in the better promotion of SRL in the classroom. We are interested in theoretical or review papers, papers that investigate teachers’ knowledge and beliefs about SRL, observational studies that provide information about classroom instruction, and studies reporting interventions that aim at improving teachers’ knowledge about learning and SRL teacher practices.

Abstract Deadline: 15 February 2025
Notification of Abstract Acceptance: 15 March 2025

Prof. Dr. Stella Vosniadou
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • self-regulated learning
  • metacognition
  • teacher beliefs about SRL
  • teacher SRL knowledge
  • teacher SRL practices
  • SRL interventions
  • measurement of SRL

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Published Papers (3 papers)

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Research

24 pages, 1067 KB  
Article
A Professional Development Program That Combines Direct with Indirect Promotion of Self-Regulated Learning for Secondary School Teachers
by Stella Vosniadou, Helen Stephenson, Michael J. Lawson and David Jeffries
Behav. Sci. 2025, 15(11), 1512; https://doi.org/10.3390/bs15111512 - 7 Nov 2025
Abstract
A professional development program (PDP) combining direct and indirect promotion of self-regulated learning (SRL) was conducted with secondary school teachers in two parts. In the first part, the teachers were encouraged to promote student cognitive engagement through the inclusion of more interactive and [...] Read more.
A professional development program (PDP) combining direct and indirect promotion of self-regulated learning (SRL) was conducted with secondary school teachers in two parts. In the first part, the teachers were encouraged to promote student cognitive engagement through the inclusion of more interactive and constructive compared to passive and active lesson tasks in their teaching. In the second part, the teachers were provided with information which emphasized the importance of the direct promotion of SRL knowledge and strategies. The teachers were provided with excerpts from videos of classroom instruction to analyze and reflect upon. The results were based on an analysis of the talk and action of the teachers from videoed observations of their own classrooms before the PDP (Round 1), after the first part (Round 2), and after the second part (Round 3). The PDP influenced the teachers’ indirect promotion of SRL through the inclusion of more interactive and constructive and fewer passive and active lesson tasks in their teaching. Direct SRL promotion was also influenced although to a lesser extent, through the teachers’ inclusion of more motivational, metacognitive support statements to students to encourage them to keep on trying, as well as more explicit strategy promotion and reference to the benefits of SRL strategies. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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12 pages, 646 KB  
Article
Socioeconomic Differences in the Use of Self-Regulated Learning Strategies: A Population Study
by Giulia Raimondi, Elisa Cavicchiolo, Fabio Alivernini, Fabio Lucidi and Sara Manganelli
Behav. Sci. 2025, 15(11), 1493; https://doi.org/10.3390/bs15111493 - 3 Nov 2025
Viewed by 226
Abstract
Background: Self-regulated learning (SRL) is a key factor in academic success, with self-regulated cognitive strategies (SRCSs) playing a central role. Identifying the factors linked to low use of SRCSs is therefore essential. Socioeconomic status (SES), a well-established predictor of multiple educational outcomes, may [...] Read more.
Background: Self-regulated learning (SRL) is a key factor in academic success, with self-regulated cognitive strategies (SRCSs) playing a central role. Identifying the factors linked to low use of SRCSs is therefore essential. Socioeconomic status (SES), a well-established predictor of multiple educational outcomes, may also influence students’ engagement in SRCSs, yet very few studies have explored this issue. Grounded in the SRL framework, this study examines differences in SRCSs use across SES groups. Methods: We analyzed data from the entire population of 10th-grade Italian students (N = 261,255). To ensure that the questionnaire functions equivalently across groups and control for measurement bias and error, Multigroup Confirmatory Factor Analysis was conducted to verify the measurement invariance of the Cognitive Self-Regulation Scale across three SES groups (low, middle, and high), followed by latent mean difference tests. Results: Low-SES students reported markedly lower CSRS use than high-SES peers and also lower use than middle-SES peers. Middle-SES students reported lower use of CSRS than high-SES students. Conclusions: These findings show a clear and consistent impact of SES on the use of SRCSs, potentially contributing to persistent academic disparities, and emphasize the need for interventions to support disadvantaged students, thereby helping to break the cycle of inequality. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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16 pages, 833 KB  
Article
Empowering Students in Online Learning Environments Through a Self-Regulated Learning–Enhanced Learning Management System
by Jiahui Du, Lejia Liu and Shikui Zhao
Behav. Sci. 2025, 15(8), 1041; https://doi.org/10.3390/bs15081041 - 31 Jul 2025
Cited by 1 | Viewed by 974
Abstract
Self-regulated learning (SRL) has been widely recognized as a critical skill for academic success in online and blended learning contexts. However, many students experience difficulty in effectively applying SRL strategies in the absence of structured instructional guidance. To address this challenge, this study [...] Read more.
Self-regulated learning (SRL) has been widely recognized as a critical skill for academic success in online and blended learning contexts. However, many students experience difficulty in effectively applying SRL strategies in the absence of structured instructional guidance. To address this challenge, this study developed and implemented a learning management system integrated with SRL support (SRL-LMS), specifically designed for the online component of a blended learning course. The SRL-LMS consisted of two sections: a conventional course content section and a SRL training section designed to support students in applying SRL strategies. A quasi-experimental design was adopted with 69 college students assigned to either an experimental group, with access to both course and SRL sections, or a control group, which accessed only the course section. Results indicated that students in the experimental group reported higher levels of self-regulation and showed more frequent and diverse application of SRL strategies compared to the control group. In terms of academic performance, the experimental group performed significantly better than the control group on the first exam, though no significant difference was observed on the second exam. These results highlight the effectiveness of structured SRL interventions within digital learning platforms for improving students’ self-regulatory behaviors. Future implementations should address cognitive load and incorporate strategic approaches to sustain student motivation. This study advances current SRL intervention designs and offers valuable insights for educators and instructional designers aiming to integrate targeted SRL supports in online and blended learning environments. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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