Browsing by Subject "itsesäädelty oppiminen"

Aims. According to previous studies, self-regulated learning (SRL) is a strong predictor of academic success and is even related to more optimistic outlook of life in general. SRL is also one of the main abilities needed when adapting to futures job markets. The aim of this bachelor’s thesis is to investigate self-regulated learning; more specifically, which factors are related to the support of SRL perceived by teacher, and how do teachers implement SRL support in a daily school context. Methods. This thesis was conducted as a descriptive literature review. For this thesis, certain studies from the years 2009-2019 were considered. Research data consists of a total of ten (10) studies on the subject. The results were grouped based on findings. Results and conclusions. According to this thesis, factors related to teachers supporting of self-regulated learning were (1) teachers’ beliefs of SRL, (2) teacher knowledge of SRL, (3) some teacher-level factors and (4) some student characteristics. When it comes to teacher-level factors, it seems that personal contextual satisfaction, former experiences of independent work, teacher’s sense of efficacy and attributions were related to support of SRL. Furthermore, there was indication of gender being an effective factor, too. Results also revealed that some student characteristics, such as one’s natural cognitive capacities, socio-economic background, ethnicity, language and learning problems, play a crucial role on teachers’ support of SRL. Research shows that in a daily school context, the direct fostering of SRL occurred mainly as implicit instructions; hardly any explicit strategy instruction was observed. The indirect promotion of SRL seemed to be more common in the primary level compared to the secondary. In the light of phases and areas of SRL, the promotion of SRL varied widely. According to this thesis, teachers’ beliefs of SRL were generally positive. However, there seems to be a gap in the knowledge that reflects the practice, too. Therefore, some necessary changes concerning the teacher education must be done.