Understanding the development of teachers' self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills.
Johannes Jud, Carmen Nadja Hirt, Tabea Daria Eberli, Amina Rosenthal, Yves Karlen
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引用次数: 0
Abstract
Teachers' self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers' prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secondary school teachers who participated in a quasi-experimental PD program with an experimental group (n = 31) and a control group (n = 23). Both groups were exposed to mastery and vicarious experiences. However, while the experimental group focused on developing competencies for promoting SRL, the control group focused on teachers' competencies to promote social skills. Results from several regression models revealed that TSE-SRL was developed through the PD program for both groups, with a slightly higher improvement in the experimental group. Teachers' previous experience was the only variable moderating this effect. The study provides information about the importance of mastery and vicarious experiences for TSE-SRL and the design of PD programs to foster TSE-SRL.
期刊介绍：
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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