Description
Parents play an important part in adolescents' life and are therefore to be considered significant contributors for their youngsters' development of self-regulatory skills. Research on stimulating self-regulation in a home environment with secondary education students is scarce. Therefore, the present study explores perceptions of parents and secondary education students on the different dimensions of self-regulation during learning activities using semi-structured interviews with 20 students and their parents. Specific parental practices and support that promote adolescents' self-regulation are investigated. Results show that parents promote rather general dimensions of self-regulation, e.g. self-regulation of behavior and motivation, instead of the direct stimulation of self-regulated learning activities. However, due the interrelatedness of self-regulated subdimensions it can be assumed that these subdimensions (e.g. self-regulation of motivation) impact the other dimensions (e.g. self-regulation of learning). Overall, the insights of this study provides deeper understanding in the development and stimulation of self-regulation in another context than school. In addition, these insights also give schools a more profound understanding on how to reinforce self-regulation at home and consequently supplement the teaching-learning context in the classrooms to make learning activities even more effective.| Period | 29 Aug 2017 → 2 Sep 2017 |
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| Event title | 17th Biennial EARLI Conference: Education in the crossroads of economy and politics – Role of research in the advancement of public good |
| Event type | Conference |
| Location | Tampere, Finland |
| Degree of Recognition | International |