Identifying and predicting teachers' use of practices that support SRL

Abstract This study examined how teachers support self‐regulated learning (SRL) by examining reports of 15 potential practices and differentiated the use of these practices via teachers' SRL knowledge, beliefs, demographics, and student characteristics. Teachers ( n = 112 ) responded to open‐ended questions targeting SRL knowledge, beliefs, and practices and a demographics survey about themselves and their students. Teachers reported few practices to support SRL, but teachers who used more practices tended to have greater SRL knowledge, teaching experience, and time limits. Reporting excessive responsibility for students negatively correlated with SRL practices. SRL knowledge and limited time were significant predictors in regression analyses. Teachers reported few SRL practices (even when examining 15 potential practices). However, our findings highlight SRL knowledge as a potential first step for teacher trainers and professional developers to target in attempts to increase SRL supports in the classroom.