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

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

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