Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education

Research on learning and instruction has indicated overwhelmingly the desirability of self-regulated learning (SRL). Moreover, it has been shown that teachers can stimulate SRL development. As a next step, the influence of teacher and school determinants on teachers' SRL stimulation can be detected. This study therefore examines which teacher and school level components are associated with teachers' SRL stimulation. Second, the study assesses the impact of schools on individual teacher differences in SRL promotion. Multilevel random effects modeling is applied in order to take into account the clustered structure of teachers within schools. Results indicated teacher levels to be most important. However, a small proportion of the differences in SRL stimulation is still related to differences between schools. Further recommendations for research and practice are discussed.