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This paper explores how teachers can effectively support self-regulated learning in students through direct and indirect strategies.

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

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Systematic review assesses instructional methods supporting self-regulated learning in classrooms, suggesting effective strategies.

This paper explores how teachers can effectively support self-regulated learning in students through direct and indirect strategies.
Systematic review of 17 classroom observation studies
Examination of instructional strategies teachers utilize for self-regulated learning
Analysis of the effectiveness of various classroom environments in fostering self-regulated learning
Direct strategy instruction was infrequent across most classrooms observed.
Some teachers successfully created learning environments that fostered self-regulated learning indirectly.
Emphasis on explicit instruction of self-regulated learning strategies is critical for student development.

Dignath et al. (2020) studied this question.

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