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.
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A school-based planning for technology enhanced learning (TEL) in both the traditional school curriculum and the development of the Twenty-first Century Knowledge is considered crucial for school education in Hong Kong. This study aimed to analyze the status quo and provide recommendations on the planning for TEL. Focus group discussion and case study were conducted to collect views of school practitioners on the need and areas of school-based planning for TEL. Results of the study showed that schools in Hong Kong recognized the importance of the Twenty-first Century Knowledge in school education, and asserted the adoption of TEL for delivering traditional curriculum and fostering the Twenty-first Century Knowledge. In this regard, three recommendations in response to the roles of IT on enhancing school education in the twenty-first century are made. They are the use of information technology for fostering independent inquiry learning, the promotion of self-regulated learning involving the use of digital resources, and the use of digital student learning records for encouraging assessment for learning.

Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: competent self-regulated learners, cognitive-oriented self-regulated learners, behavioural-oriented self-regulated learners, and minimal self-regulated learners. Students in the competent SRL profile demonstrated the highest levels of academic self-concept, motivation, attitude, and the lowest level of test anxiety and best academic performance. Multinomial logistic regression analysis also indicated that learning experience factors (teaching quality, clear goals and standards, appropriate assessment and workload) were significant predictors of SRL profile membership. The profiling of student self-regulated learning strategies resulted in enhanced understanding of the complex range of processes students employ and offered new insights into this emerging area of student learning.
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http://dx.doi.org/10.1080/03075079.2014.880832]