Daniel C. Moos|Alyssa Ringdal
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role
Gustavus Adolphus College|Gustavus Adolphus College
empirical research supported long held assumption individual differences exist students learn recent methodological advancements allowed educational research examine students learn also learn research found active involvement learning including setting meaningful goals selecting appropriate taskspecific strategies monitoring motivational levels adapting based feedback positively related learning outcomes teachers support students development use learning processes goal paper examine research used selfregulated learning srl theory consider broad question methodological advancements recently used field research various srl theoretical frameworks guiding research studies empirically examined selfregulation preservice inservice teachers discussed paper concludes theoretical methodological practical implications reviewed studies