Mechanisms underlying elementary school teachers’ promotion of self-regulated learning

Research has indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers in stimulating SRL development. Considering the substantial impact of student SRL capacities on their academic achievement, revealing correlates of SRL promotion is advised. The study’s main aim therefore is to construct and test a model illustrating the processes involved in the promotion of elementary pupils’ SRL competences. Structural regression modeling is applied based on a survy distributed to 789 teachers from 123 elementary schools. Results indicate direct associations of SRL beliefs, SRL knowledge and self-efficacy. SRL school policy has a considerable role through its indirect association with teachers’ SRL promotion. The study informs policy and practice to further integrate SRL promotion.