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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 12343

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 250 words) can be sent to the Editorial Office for assessment.

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 (10 papers)

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31 pages, 1012 KB  
Article
Misconceptions and Lack of Knowledge of Self-Regulation of Learning Hinder Students’ Use of Self-Regulation Strategies and Their Achievement: How This Can Be Changed by a Model-Based Instructional Video
by Antonia Fischer and Charlotte Christine Dignath
Behav. Sci. 2026, 16(4), 612; https://doi.org/10.3390/bs16040612 - 20 Apr 2026
Viewed by 265
Abstract
Many students rarely use self-regulated learning (SRL) strategies, and little is known about what drives this variation. This study investigates which facets of SRL competence predict students’ reported strategy use and performance, and whether these facets can be enhanced through video-based modeling. Based [...] Read more.
Many students rarely use self-regulated learning (SRL) strategies, and little is known about what drives this variation. This study investigates which facets of SRL competence predict students’ reported strategy use and performance, and whether these facets can be enhanced through video-based modeling. Based on conceptual change theory, we hypothesize that learners’ initial SRL competence influences their ability to acquire SRL strategies. A total of 157 university students participated in a quasi-experimental lab study using a pre-, post-, and follow-up design. Participants watched one of three SRL modeling videos (mastery, coping, control) and completed questionnaires and reflection tasks assessing SRL beliefs, knowledge, and strategy use. Inconsistent beliefs and the interaction between self-efficacy and utility beliefs negatively predicted reported SRL use, while performance was positively associated with SRL knowledge, self-efficacy, and reported strategy use. Participants in the intervention condition showed significantly greater increases in SRL knowledge and reduced inconsistent beliefs. Most notably, learners with an initially low to average SRL strategy use showed the largest improvements following the intervention. These findings underscore the potential importance of addressing both cognitive and belief-related components of SRL. The findings suggest that modeling videos may support conceptual change and the development of SRL competence, particularly among less experienced learners. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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20 pages, 460 KB  
Article
Dynamic Assessment as a Self-Regulation Strategy in the Acquisition of Textual Revision
by Olga Arias-Gundin, Celestino Rodríguez and Raquel Fidalgo
Behav. Sci. 2026, 16(1), 123; https://doi.org/10.3390/bs16010123 - 15 Jan 2026
Viewed by 490
Abstract
Textual revision is a recursive process integral to writing. However, less experienced writers often struggle to select effective strategies, underuse self-regulation, and evaluate their work without metacognitive control. This study examined the effectiveness of instructional programs focused on textual revision, incorporating dynamic assessment [...] Read more.
Textual revision is a recursive process integral to writing. However, less experienced writers often struggle to select effective strategies, underuse self-regulation, and evaluate their work without metacognitive control. This study examined the effectiveness of instructional programs focused on textual revision, incorporating dynamic assessment as a means to promote self-regulation. A total of 88 secondary school students (aged 13–15) participated, randomly assigned by class group to one of four conditions: mechanical revision, substantive revision, combined revision, or rewriting. A quasi-experimental design with repeated measures was used to assess the revisions carried out by the students Each intervention focused on distinct revision strategies: surface-level corrections, content and structure, or a combination of both. The rewriting group received no specific instruction beyond the weekly practice of rewriting the text that the other groups worked on. Findings revealed that students in the substantive revision group achieved the greatest gains in their revisions. The study concludes that instructional approaches focused on deep, content-oriented revision are particularly effective in improving students’ writing performance and fostering self-regulatory skills. These findings highlight the value of embedding metacognitive support in revision-focused instruction. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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23 pages, 1575 KB  
Article
Developing Time Management Competencies for First-Year College Students Through Experiential Learning: Design-Based Research
by Kunyu Wang, Mingzhang Zuo, Xiaotang Zhou, Yunhan Wang, Pengxuan Tang and Heng Luo
Behav. Sci. 2026, 16(1), 27; https://doi.org/10.3390/bs16010027 - 22 Dec 2025
Cited by 1 | Viewed by 2252
Abstract
Time management is a critical competency for first-year college students, yet many struggle with limited self-regulation, and existing interventions are often short-term and weakly grounded in theory. This study explored how a design-based research (DBR) approach integrating experiential learning and digital tools could [...] Read more.
Time management is a critical competency for first-year college students, yet many struggle with limited self-regulation, and existing interventions are often short-term and weakly grounded in theory. This study explored how a design-based research (DBR) approach integrating experiential learning and digital tools could strengthen students’ time management skills. From 2021 to 2023, 238 first-year students at a research university in central China participated in a three-month hybrid Freshman Orientation Seminar, with data collected from daily submissions via a WeChat mini-program. Over three iterative DBR cycles, the intervention combined experiential learning theory with authentic time management practice, guided by quantitative and qualitative evidence to refine the pedagogical model. The process yielded six design principles and a supporting digital tool. In the final iteration, students demonstrated substantial gains, including improved planning, greater task completion, more accurate time allocation, and higher satisfaction with time use. These findings suggest that sustained, theory-guided experiential learning, when supported by digital tools, can significantly enhance time management competencies. The study contributes practical strategies for embedding self-regulated learning into higher education through technology-enhanced experiential approaches. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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20 pages, 2332 KB  
Article
Australian Students’ Perceptions of Their Teachers’ Self-Regulated Learning Strategy Instruction
by Carolyn Murdoch, Sean H. K. Kang, Emily White and Lorraine Graham
Behav. Sci. 2025, 15(12), 1643; https://doi.org/10.3390/bs15121643 - 29 Nov 2025
Viewed by 625
Abstract
While research has established the importance of Self-Regulated Learning (SRL) strategies for student achievement, their effective instruction in classrooms is often lacking. This study adopted a novel methodology that focused on Australian students’ perspectives of their teachers’ promotion of SRL strategies. Eight secondary [...] Read more.
While research has established the importance of Self-Regulated Learning (SRL) strategies for student achievement, their effective instruction in classrooms is often lacking. This study adopted a novel methodology that focused on Australian students’ perspectives of their teachers’ promotion of SRL strategies. Eight secondary school teachers completed a professional learning programme aimed at promoting SRL during regular classroom instruction and submitted a video excerpt of their instruction. These videos were used as stimuli for semi-structured stimulated recall interviews conducted with 25 students. Students were asked to describe their teachers’ SRL strategy instruction in terms of ‘What, When, Why and How?’. Associations between instances where students provided a clear description of the purpose and possibilities for transfer of SRL strategies and their teachers’ actions, manner of promotion and choice of strategy type were explored. Results indicate that SRL instruction was most noticed by students when it consisted of naming the strategy, providing a clear process to be followed to apply the strategy, and was accompanied by teachers’ explanations about how and why the strategy improves learning, combined with prompts to encourage students to provide examples of transfer. The implications of these results for how teachers can best promote SRL in the classroom are discussed. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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31 pages, 727 KB  
Article
Implementing Self-Regulated Learning in Classrooms: Connecting What Primary School Teachers Think and Do Through Video-Based Observations and Interviews
by Lies Backers and Hilde Van Keer
Behav. Sci. 2025, 15(12), 1627; https://doi.org/10.3390/bs15121627 - 26 Nov 2025
Viewed by 1056
Abstract
Self-regulated learning (SRL) is crucial for effective learning, supporting academic achievement and lifelong competencies. Fostering SRL in primary education is important, yet teachers’ understanding and use of strategies are underexplored. This study provides an innovative, multi-method investigation of whether and how primary school [...] Read more.
Self-regulated learning (SRL) is crucial for effective learning, supporting academic achievement and lifelong competencies. Fostering SRL in primary education is important, yet teachers’ understanding and use of strategies are underexplored. This study provides an innovative, multi-method investigation of whether and how primary school teachers’ knowledge and beliefs about SRL align with their classroom practices. Video-based classroom observations were combined with semi-structured interviews to capture both what teachers think and what they do. The study addressed three research questions: (1) how and to what extent teachers implement SRL; (2) their knowledge and beliefs regarding SRL and alignment of these with classroom practice; (3) factors perceived as facilitating or constraining SRL implementation. Eight teachers participated, providing 16 h of observations and 11 h of interview data. Observations were analyzed using the ATES instrument, and interviews were coded thematically. Findings revealed variation in SRL implementation and misalignments between knowledge, beliefs, and practice. Teachers held misconceptions and focused mainly on metacognitive and motivational strategies in classroom practice. Limited self-efficacy and school- and classroom-level factors further constrained SRL implementation. Results indicate a need for professional development addressing knowledge gaps, misconceptions, and teachers’ self-efficacy, while encouraging school-wide reflective practices to support SRL in primary classrooms. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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19 pages, 296 KB  
Article
Changing Pre-Service Teachers’ Beliefs About Self-Regulated Learning: The Role of Refutational Texts and Instructional Analogies
by Irini Skopeliti, Natassa Kyriakopoulou and Athanasia Androutsopoulou
Behav. Sci. 2025, 15(12), 1623; https://doi.org/10.3390/bs15121623 - 25 Nov 2025
Viewed by 588
Abstract
Pre-service teachers develop belief systems about teaching, learning, and self-regulated learning (SRL) that are often shaped by their own schooling experiences, which typically promote traditional teacher-centered views. During teacher education, they are introduced to student-centered approaches aligned with SRL, but these new beliefs [...] Read more.
Pre-service teachers develop belief systems about teaching, learning, and self-regulated learning (SRL) that are often shaped by their own schooling experiences, which typically promote traditional teacher-centered views. During teacher education, they are introduced to student-centered approaches aligned with SRL, but these new beliefs often coexist with prior conceptions, resulting in internal inconsistencies. This study examined pre-service teachers’ beliefs about learning, teaching, and SRL, and evaluated whether specific instructional techniques—refutational texts and instructional analogies—could reduce conflicting beliefs. One hundred and sixty pre-service teachers completed a pretest-posttest questionnaire measuring their beliefs. Participants were randomly assigned to read one of four instructional texts about SRL-based teaching: explanatory or refutational, with or without analogies. Prior to the intervention, participants showed mixed and often conflicting beliefs about SRL. After the intervention, the refutational text combined with analogy proved most effective in reducing belief inconsistencies. These findings suggest that targeted instructional materials can support belief change by explicitly addressing and challenging prior misconceptions, thereby facilitating the adoption of coherent, student-centered perspectives aligned with SRL. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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
Cited by 1 | Viewed by 861
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 1032
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 4 | Viewed by 2663
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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24 pages, 289 KB  
Case Report
The Use of Research Findings on Self-Regulated Learning by Teachers and Students in an Australian High School
by Michael J. Lawson, Stella Vosniadou, Helen Stephenson, Lachlan McFarlane, Jason Loke, Tracy Robinson, Ben Cullen, Jess Rogers, Stew Nancarrow, Brenna Andrews, Nathan General, Twinkle Gomes, Sophie Calliss and Paige Harrison
Behav. Sci. 2025, 15(12), 1644; https://doi.org/10.3390/bs15121644 - 30 Nov 2025
Viewed by 686
Abstract
Reviews of the use of research ideas by teachers indicate that such use is less frequent than it could be. One area in which such a pattern of use is apparent concerns the effective promotion by teachers of strategies for the self-regulation of [...] Read more.
Reviews of the use of research ideas by teachers indicate that such use is less frequent than it could be. One area in which such a pattern of use is apparent concerns the effective promotion by teachers of strategies for the self-regulation of learning (SRL). Despite evidence of the importance of explicit SRL promotion, it is apparent that findings from research are not being used by many teachers. This report provides details of an instance of effective use of research findings by both teachers and students in one Australian secondary school following the involvement of a group of teachers from the school in a professional development program related to SRL and to the ICAP framework for cognitive engagement The report provides details of teacher-designed classroom interventions and activities of a student group which included use of the research findings with other students. From the research, two factors seen to have stimulated use of the research ideas emerge. The first is the contiguity of the professional development program and the actions of school leaders, teachers, and students. The second factor is the continuing involvement of researchers with teachers. The report provides an example of how students can engage in promotion of SRL strategies to other students. Full article
(This article belongs to the Special Issue The Promotion of Self-Regulated Learning (SRL) in the Classroom)
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