How teachers' beliefs and demographic variables impact on self-regulated learning instruction

How teachers' beliefs and demographic variables impact on self-regulated learning instruction

• Yan, Zi The Education University of Hong Kong

Educational Studies, 2017

Routledge

2017

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Self-regulated Learning Teacher Belief Instructional Practice Rasch Measurement Demographic Variable

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This study examined the relationship between teachers’ beliefs regarding self-regulated learning (SRL), together with key demographic variables, including gender, school sector and teaching experience, and their SRL instruction. A survey investigating teachers’ beliefs and instructional practices regarding SRL was administered to 873 Hong Kong teachers teaching in primary (N = 429) and secondary schools (N = 444). The instruments were examined from a Rasch measurement perspective and the results demonstrated satisfactory psychometric properties of the instruments for use with the current sample. The Rasch-calibrated person measures were subsequently subject to hierarchical multiple regression analyses. The results showed that teachers’ beliefs about the benefits of SRL and student capacity in implementing SRL were positive and significant predictors of SRL instructional practices. Gender was also a significant predictor of SRL instructional practices, with female teachers demonstrating higher levels of SRL instructional practices. The implications of the findings for teaching practice and teacher education are discussed.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

• English

Journal Articles

• 03055698
• 14653400

https://bibliography.lib.eduhk.hk/en/bibs/6ce5a6d7

2018-01-25