Mona De Smul

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Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test...

The present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences her...

Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by investigating...

Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research has found that SRL implementation in primary schools remains limited. This qualitative study investigates the role of school climate, the SRL implementation history, and the role of the principal school leader in the school-wide development of SR...

This study explores the occurrence of different self-regulated learning (SRL) profiles in upper primary school children by means of a general self-report questionnaire and think-aloud protocol analysis. Further, it investigates the relation of students' SRL profile with their general achievement level and gender on the one hand and with their test...

Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students’ self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school an...

Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research found that SRL implementation in primary schools remains limited and that teachers experience several challenges in fostering students’ SRL. In this respect, the present study will focus on the role of the school culture, and more specifically th...

School leaders play an important role in facilitating the implementation of educational innovations and the support of teacher practices. Recently, teaching students how to regulate their own learning has become a popular innovative practice. This study investigates the role of school leader practices in the implementation of self-regulated learnin...

This study describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). The TSES-SRL assesses teachers' perceived ability of implementing SRL as a specific instructional domain. The process of the item and scale development is presented. Exploratory factor analysis suggests...

Although the importance of promoting self-regulated learning (SRL) in primary education is often stressed, mixed-method research investigating the role of the teacher in this respect is scarce. Therefore, the present study investigates primary school teachers’ promotion of SRL combining and comparing both quantitative (i.e., self-report questionnai...

Recently, research on self-regulated learning (SRL) demonstrated that even young students are capable of regulating their learning. This resulted in increased attention for the measurement of SRL skills in primary school students. However, in this respect a debate is going on how to accurately assess SRL. As all existing measurement instruments and...

Poster presented at the faculty research afternoon of Ghent University (Belgium). Overview of PhD research project.

Numerous studies show that self-regulated learning (SRL) is determinant for success both within and beyond the school context. As SRL already develops at a young age (e.g. Perry, 1998), more research on SRL skills of primary school students is required. Unfortunately, it is still unclear how SRL can be measured optimally, as both on-line and off-li...